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

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!

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.

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.

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