Sunday, November 25, 2012
ARP Update
I haven't updated in a while, so I figure an update is long overdue My plan is in full swing, and data collection has begun. I have compiled the data into an Excel sheet and I am waiting on the data from our PEIMS clerk at school so I can complie attendance data. I will show a correlation between attendance and grades, in relation to CHAMPS.
Tuesday, November 6, 2012
Research Update Nov 6, 2012
I have finally been able to work on my research project! It has been a crazy few weeks around here. Here is the link from my survey to the teachers regarding CHAMPS.
http://www.surveymonkey.com/s/Y6N2NTB
http://www.surveymonkey.com/s/Y6N2NTB
Sunday, September 30, 2012
Community Relations - Week 5 update
Here is an update on my Action Research Project. I have not made any changes since my updated post in June, however, I have made progress on the project.
After many discussions with my principal, we finally
narrowed my research down to a manageable topic. As always, I am very broad
with topics of research. She clarified how a leader must take the time to look
at one specific aspect of a project in order to find a definitive solution,
rather than grazing the top of several problems.
The final project is titled “How will the
implementation of CHAMPS affect Tier behaviors and math scores in 4th
graders at Story Elementary”. Two of the
4th grade teachers will be helping me collect my data to be
analyzed. For the first semester, I will look at the Tier behaviors; Tier 1
behaviors are everyday behaviors with reminders to stay on task or to stop
talking; Tier 2 behaviors are repetitive behaviors that continue after
discussing with parents, or detention; Tier 3 behaviors are severe behaviors
exhibited that create a dangerous environment, results in suspension, or result
in expulsion. After
analyzing school data, I will analyze math scores for the first 9 weeks. After
organizing the data from the first semester, I will wait to look at data at the
end of the year.
In January,
the teachers will be trained through Region 10 on the CHAMPS behavior
management program. Once the 2 day training has been completed, teacher will
implement the CHAMPS program during the month of January. I have already been trained in the program,
so I will be the teacher’s resource if questions or concerns about the program
arise.
In May, when
the last 9 weeks grades have been turned in, I will begin the 2nd
phase of my project. I will analyze the Tier behaviors in the same manner
completed after the first 9 weeks. I will also look at the math scores from the
last 9 weeks. All information will be compiled in an organized manner for
review.
Once the
data has been organized, I will compare the Tier behaviors from the first 9
weeks and the last 9 weeks. I will also compare math scores of each student to
identify if scores increased or decreased. I will then look at the students who
have Tier 2 and 3 behaviors to see if behaviors and math scores have a
correlation.
Once the
data is compiled, I will give an in-service on my findings when we return in
August. I want to present the staff with the data found to solidify the
school’s behavior management change.
Sunday, September 23, 2012
4th week web conference - School Community Relations
Tonight's web conference was the best for this course yet. The other week's conferences have consisted of the same questions about ILD training, how to register for this or that, how to work something on the computer, etc. Tonight we finally discussed some great things going on on other's campuses. I enjoyed hearing about the Community Relation Programs colleagues are going to implement. I went into this course only creating a plan, and not planning on actually implementing my program until later (or when I am an AP or Principal). I am blown away by the colleagues in my class who are already taking their projects to the implementation stage! I cannot imagine adding that to my plate that is already "running over". KUDOS to you guys!
I really enjoyed hearing from one classmate about her backpack program. We have had one on our campus for a few years, and the families and students really benefit from it. Another classmate discussed a hygiene program she is planning on developing. I am intrigued by her program development. What an interesting program!
I really enjoyed hearing from one classmate about her backpack program. We have had one on our campus for a few years, and the families and students really benefit from it. Another classmate discussed a hygiene program she is planning on developing. I am intrigued by her program development. What an interesting program!
Monday, September 10, 2012
As I was reading the Week 2 readings, it hit me that I read them last week - and it is Week 3 already! These classes are flying by! The 3rd reading for Week 3 was very informative. The plan laid out with 6 steps was easy to follow. I also enjoyed reading analyzing the data samples from all three school levels; elementary, middle, and high schools. The information and perspectives given will not only help with my plan for this course, but also gave great insight into relationship building as a future principal.
Sunday, September 9, 2012
2nd week web conference
I have attended 3 web conferences for the Community-School Relations course thus far. I am beginning to notice that the ILD training and questions are beginning to overtake the conferences. Participants are really getting away from discussing the course, and just asking questions that could be answered through e-mail. I thoroughly enjoyed the Human Resource course, Dr. Jenkins was really able to keep everyone on task by discussing comments on discussion board threads, or by discussing questions he had received through e-mails. I wish the further conferences would be modeled after the HR course!
I have attended 3 web conferences for the Community-School Relations course thus far. I am beginning to notice that the ILD training and questions are beginning to overtake the conferences. Participants are really getting away from discussing the course, and just asking questions that could be answered through e-mail. I thoroughly enjoyed the Human Resource course, Dr. Jenkins was really able to keep everyone on task by discussing comments on discussion board threads, or by discussing questions he had received through e-mails. I wish the further conferences would be modeled after the HR course!
Wednesday, September 5, 2012
I met with the teachers who will be helping me collect data for my Research project this week. I am so lucky to work with such willing people! We formed a plan that will hopefully be easy, and allow mem to collect the data I need for my research.
Each 9 weeks, I will collect behavior sheets from the teachers that will document all of the "marks" they have recieved that 9 weeks. From there, I can classify them according to our CHAMPS expectations. I will also obtain 9 week math grades from our PEIMS clerk. This will allow me to identiy a correllation between behavior and academics (I am hoping for a POS correlation).
Here's to the beginning of school and the beginning of research!
Each 9 weeks, I will collect behavior sheets from the teachers that will document all of the "marks" they have recieved that 9 weeks. From there, I can classify them according to our CHAMPS expectations. I will also obtain 9 week math grades from our PEIMS clerk. This will allow me to identiy a correllation between behavior and academics (I am hoping for a POS correlation).
Here's to the beginning of school and the beginning of research!
Sunday, August 26, 2012
Week 1 of my Research
I am starting my project this week! Let's see - aides hours being cut, internship requirements, lesson plans for 7 grades each day, class requirements, team lead duties, wife, laundry, mommy duties, cooking - no this girly is NOT stressed at ALL! I always seem to get it all done, but I think my coveted 8 hrs of sleep each night is going to be a memory.....
My first meeting is on Thurs with the teachers who will be helping me collect my data. I think my discovery of "dropbox" and becoming more familiar with blogging and goole docs will be my savior! I can work anywhere now!!
My first meeting is on Thurs with the teachers who will be helping me collect my data. I think my discovery of "dropbox" and becoming more familiar with blogging and goole docs will be my savior! I can work anywhere now!!
Saturday, August 18, 2012
Back 2 School, Back 2 Work
I am back at school - where did summer go? I hope to get with some teacher friends to get my research plan underway school starts! I am currently praying for time managment and reminders that I can handle this!
Thursday, July 19, 2012
I am digging deep into the next course. This is one of the classes I have been exctied about. I am having a difficult time with the current assignment because it is summer - I sure wish the course was adjusted for that! It is hard to interview people when they are onvacation. Has anyone else had difficutly completing the assignment?
Looking into conflict is interesting. I have never thought about the short/long term effects of certain actions by co-workers. I am enjoying emailing my teacher friends to dicuss their thoughts on conflct. The results have been vey different!
Looking into conflict is interesting. I have never thought about the short/long term effects of certain actions by co-workers. I am enjoying emailing my teacher friends to dicuss their thoughts on conflct. The results have been vey different!
Sunday, July 1, 2012
Final Final Revison to Action Reseach Plan
Action Research
Plan
Revision
6/27/2012
|
Research
Question:
Behavior molds us into the person we are, and the person we are to be become.
When looking at behavior of students, their academics are rightly affected.
During the 2011-2012 school year, an increase in tiered behaviors, as well as
a decrease in test scores was evident on our campus. Will the implementation
of a new behavioral management program result in an increase in the academic
achievement and decrease the tiered behaviors at Story Elementary. Do the students with low test scores and
poor behavior; also have a poor attendance record?
|
Goal/Outcome: If a correlation
between the new behavior management program and test scores proves to be
positive, administrators will look into training all staff members on the
CHAMPS training. I will assist the
administration with staff development on the trainings and aide in the
implementation school wide.
|
Notes: During my research, I will be looking at academic
data from students at Story Elementary. During my investigation, I hope to
discover how a behavior intervention program will affect the academics of our
student. I am hoping to show a positive correlation between the two sets of
data. I will look at the number of tiered behavior* interventions as well as academic
data. I will also look at the correlation of behavior and academics with
attendance. I would like to see if the
program creates a positive impact on their academics, as well as a decrease
in tiered behavior interventions.
*Tier
behaviors will be set by school administration and teachers during the 1st
week of in-service. The graphic model will be added to my plan documents when
finalized.
|
Action Steps(s):
|
Timeline: Start/End
|
Needed Resources
|
Evaluation
|
Compile
a list of tiered behaviors that the 4th grade team will use
|
Aug 2012 - Sept 2012
|
Excel
or Word
|
Create
a graphic representation of the behavior tiers and the respective behaviors
seen in each tier
|
Identify
class average in math scores for beginning 9 weeks
|
Aug 2012 - Nov 2012
|
AWARE/
Skyward data program, EXCEL
|
Generate
the class average of 2 4th grade classes in math
|
Identify
class average in math scores for ending 9 weeks
|
Aug 2012 - June 2013
|
AWARE/Skyward
data program, EXCEL
|
Generate
the class average of 2 4th grade classes in math
|
Comparison
chart
|
Aug 2012 - June 2013
|
AWARE
data, SKYWARD data,
|
Compare
academic data form BOY and EOY
|
Chart
tier behaviors
|
Aug 2012 – Dec 2012
|
Tally
sheets from teachers
|
Compile
data from teachers into excel to look at which tier behaviors occur Chart
tier behaviors in their classroom before CHAMPS implementation
|
Chart
tier behaviors
|
Jan 2013 – June 2013
|
Tally
sheets form teachers
|
Compile
data from teachers into excel to look at which tier behaviors occur Chart
tier behaviors in their classroom after CHAMPS implementation
|
Compile
a list of attendance records for those students who score below range on test
scores, as well as those who fall on the tiered behavior chart
|
Aug 2011 – June 2013
|
EXCEL,
attendance data from Skyward
|
Use
the data collected to create a graphic representation of all the data
collected. Look to see if there is a correlation between the attendance &
behavior and/or attendance & academics in the 2 4th grade
classes
|
Thursday, June 28, 2012
Overhaul
After my meeting with my Principal yesterday, my plan has changed, and I have implemented an over haul. Apparently, I was making things too hard (for those who know me- imagine that!) She helped me simplify my plan, and I will be posting soon. Also, rather than looking at 3rd graders, I will be looking strictly at 4th grade because they will not be implemetning CHAMPS until 2nd semester, unlike other grade levels. Some of her thought processess have changed over the summer, too!
Tuesday, June 26, 2012
Amendenments & Comments
I am trying to wrap my thoughts around the revisions to my ARP. I have recieved comments from classmates, and looked at other's ARP for ideas. I look foward to my meeting with my Principal tomorrow to discuss some things. Below are a few of the comments I have recieved thus far, and my plan for implemention.
Great student group to focus on! Having knowledge of CHAMPS and working with behavior students, I think you have a project with good documentation possibilities. I think you will find that the CHAMPS verbage used with students and their responses can easily document the frequency of redirect, the success of redirect and the response
Until this comment, I had not thought about looking into the positive behaviors teachers experience and their correltion to test scores. This may be something I add to my plan.
Will you also correlate their attendance in math to the grand scheme of things? One year I had extreme behavior issues with 4 students and implemented a behavior modification program.Due to their attendance being so poor, I felt that the program did not honestly affect them in the way it could do to the inconsistent lessons they received. If attendance is an issue for some of your students, how will you address that aspect to make the CHAMPS implementation consistent?
After reading this comment, I realized what an important aspect I was leaving out of my ARP! I absolutely need to look at attendence. This could be a major contributing factor to some of the students acadmic gaps, thus creating behavioral weaknesses. I have already amended my plan to look at the attendence for the students who have below average test scores, as well as excessive office referrals or behavioral consequences.
I am very thankful for the feedback I have recieved thus far. I am also glad that I am recieving honest feedback- I am always looking for ways to improve.
I think that this will be an
interesting topic for research and I believe that it will provide opportunities
to look at not just math scores but all subjects. I am not familiar with the
CHAMPS behavior program but I do know that student miss valuable instructional
time when teachers have to spend a majority of their time dealing with
discipline issues. I look forward to learning more about your discipline
program as we follow your research.
This comment does not change or amend my ARP draft plan, but I am reasssured knowing that this is a common topic on other campuses as well. Great student group to focus on! Having knowledge of CHAMPS and working with behavior students, I think you have a project with good documentation possibilities. I think you will find that the CHAMPS verbage used with students and their responses can easily document the frequency of redirect, the success of redirect and the response
Until this comment, I had not thought about looking into the positive behaviors teachers experience and their correltion to test scores. This may be something I add to my plan.
Will you also correlate their attendance in math to the grand scheme of things? One year I had extreme behavior issues with 4 students and implemented a behavior modification program.Due to their attendance being so poor, I felt that the program did not honestly affect them in the way it could do to the inconsistent lessons they received. If attendance is an issue for some of your students, how will you address that aspect to make the CHAMPS implementation consistent?
After reading this comment, I realized what an important aspect I was leaving out of my ARP! I absolutely need to look at attendence. This could be a major contributing factor to some of the students acadmic gaps, thus creating behavioral weaknesses. I have already amended my plan to look at the attendence for the students who have below average test scores, as well as excessive office referrals or behavioral consequences.
I am very thankful for the feedback I have recieved thus far. I am also glad that I am recieving honest feedback- I am always looking for ways to improve.
Sunday, June 24, 2012
Action Research Project Plan
Action Planning
Template – REVISIONS
|
Research Question: Behavior molds us
into the person we are, and the person we are to be become. When looking at
behavior of 3rd graders, their academics are rightly affected;
whether it be positively or negatively. During the 2011-2012 school year, an
increase in office referrals and a decrease in test scores was evident by our
campus administrators. Will the implementation of a new behavioral management
program, during the 2012-2013 school year, result in an increase in the
district and state math test scores of 3rd graders at Story
Elementary. Will the implementation also affect the math scores of the 2012-
2013 4th graders, who were 3rd graders in 2011-2012
when the program was not in place?
Will research show an increase in the math test scores of students
from 3rd grade to 4th grade with the implementation of
the new program?
|
Goal/Outcome: If a correlation between the new
behavior management program and test scores proves to be positive,
administrators will look into training all staff members on the CHAMPS
training. I will assist the
administration with staff development on the trainings and aide in the
implementation of the program school wide.
|
Notes:
During
my research, I will be looking at test scores from our 3rd and 4th
graders at Story Elementary. During my investigation, I hope to discover if a
behavior intervention program, specifically named CHAMPS, will affect the math
district and state test scores of our students positively. I am hoping to
show a positive correlation between the two sets of data. I will look at the
number of office referrals, as well as testing data to compile my results. In
researching, I will evaluate the effects of the behavior intervention
program, CHAMPS, on the 4th graders, who were last year’s 3rd
graders. The research will show if there was a positive impact on their test
scores, as well as a decrease in the number of office referrals during a set period of time.
The
dates were chosen to correspond with our district and state testing dates and
evaluations.
|
To Disseminate the findings: In order to
disseminate the findings, I will begin with my site supervisor, my principal.
When initially discussing my action research project, this was something she
herself was interested in researching. She wants to use my research to prove
to the staff that the behavior intervention program, CHAMPS, that she wants
to implement campus wide, is truly beneficial to our students. Once she and I
have reviewed the findings, I will present the findings to the staff during a
staff development meeting. My research
will lay the ground work for the principal to begin her training on CHAMPS.
|
Assessment: In order to assess
the findings, I will look at several areas. I will look at correlations
between data without the CHAMPS program, and data with the implementation of
the CHAMPS program. To begin, I will look at office referral data. For a
positive correlation, the number of office referrals will need to show a
decrease across all areas from the previous year. A negative correlation will
show an increase or no change in the number office referrals. When looking at the math testing data, I
will be looking at an increase or decrease in percentages from 2011-2012
school year compared to 2012-2013 school year. An increase in scores will
represent a positive correlation, with a decrease representing a negative correlation.
|
Action Steps(s):
|
Timeline: Start/End
|
Needed Resources
|
Evaluation
|
Compile
a list of the number of office referrals by 3rd grade from Aug -
Dec 2011
|
Aug 2012 – Dec 2012
|
Access
to number of office referrals by 3rd grade teachers in 2011
|
Code
students in an excel sheet to see how many students were referred to the
office, as well as look at those students who had more than one referral
|
Compile
a list of the number of office referrals by 3rd grade from
Jan
– May 2012
|
Aug 2012 – Dec 2012
|
Access
to number of office referrals by 3rd grade teachers from Jan – May
2012
|
Code
students in an excel sheet to see how many students were referred to the
office, as well as look at those students who had more than one referral
|
Compile
a list of the number of office referrals by 3rd grade from Aug –
Dec 2012
|
Aug 2012 – Jan 2013
|
Access
to number of office referrals by 3rd grade teachers from Aug – Dec
2012
|
Code
students in an excel sheet to see how many students were referred to the
office, as well as look at those students who had more than one referral
|
Compile
a list of the number of office referrals by 3rd grade from
Jan
– May 2013
|
Jan
– June 2013
|
Access
to number of office referrals by 3rd grade teachers from Jan –
June 2013
|
Code
students in an excel sheet to see how many students were referred to the
office, as well as look at those students who had more than one referral
|
Compile
a list of the number of office referrals by 4th grade from Aug –
Dec 2012
|
Aug 2012 – Jan 2013
|
Access
to number of office referrals by 4th grade teachers from Aug – Dec
2012
|
Code
students in an excel sheet to see how many students were referred to the
office, as well as look at those students who had more than one referral
|
Compile
a list of the number of office referrals by 4th grade from
Jan
– May 2013
|
Jan
– June 2013
|
Access
to number of office referrals by 4th grade teachers from Jan – June 2013
|
|
Analyze
decrease/increase in office referrals from each time period from year to year
-
Aug – Dec 2011 vs Aug - Dec 2012
-
Jan – May 2012 vs Jan – May 2013
-
3rd grade to 3rd grade
-
3rd grade to 4th grade
|
Aug 2012 – June 2013
|
Excel,
data found from office referrals
|
Create
a chart or graph to evaluate my findings
|
Gather
and interpret math test scores from 2011 benchmark scores
- How
many did not meet expectations
- Break
down by percentages
- 3rd
grade
- 4th
grade
|
Aug 2012 – Dec 2012
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Gather
and interpret math test scores from 2012 simulation scores
- How
many did not meet expectations
- Break
down by percentages
- 3rd
grade
- 4th
grade
|
Dec 2012 – March 2013
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Gather
and interpret math test scores from 2012 STAAR scores
- How
many did not meet expectations
- Break
down by percentages
- 3rd
grade
- 4th
grade
|
Oct 2012 – Dec 2012
|
Excel,
STAAR data from the state
|
Create
a graphic representation of data
|
Gather
and interpret math test scores from 2012 benchmark scores
- How
many did not meet expectations
- Break
down by percentages
- 3rd
grade
- 4th
grade
|
Oct 2012 – Dec 2012
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Gather
and interpret math test scores from 2013 simulation scores
- How
many did not meet expectations
- Break
down by percentages
- 3rd
grade
- 4th
grade
|
Jan 2013 – March 2013
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Gather
and interpret math test scores from 2013 STAAR scores
- How
many did not meet expectations
- Break
down by percentages
|
March 2013 – June 2013
|
Excel,
STAAR testing data from the state
|
Create
a graphic representation of data
|
Show
an increase/decrease in math benchmark scores from 2011 to 2012
|
Sept 2012 – Dec 2013
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Show
an increase/decrease in math simulation scores from 2012 to 2013
|
Feb 2013 – June 2013
|
Excel,
AWARE testing data
|
Create
a graphic representation of data
|
Show
an increase/decrease in math STAAR scores from 2012 to 2013
|
March 2013 – June 2013
|
Excel,
STAAR testing data from the state
|
Create
a graphic representation of data
|
Compare
the number of office referrals to the math testing data
|
Aug 2011 – June 2013
|
EXCEL,
testing data, office referral data from previous assessments
|
Use
the data collected to create a graphic representation of all the data
collected. Find a correlation between testing data and behavior, if any
|
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