Goals:
School Performance:
· Compare grades from previous year (’09 Freshmen vs. ’10 Freshmen, ’09 Freshmen vs. ’10 Freshmen, etc.)
· Compare TAKS scores from previous year (’09 Freshmen vs. ’10 Freshmen, ’09 Freshmen vs. ’10 Freshmen, etc.)
Individual Students:
· Provide questionnaires to a random sampling of students that aims at providing insight into the tutorials effectiveness
Individual Teachers:
· Provide questionnaires to a random sampling of students that aims at providing insight into the tutorials effectiveness
Campus/Community Culture:
· Seeing if the teachers view the mandatory tutorials as a negative or a positive?
· Are the stakeholders more concerned over the two extra tutorial periods or the shortened school day (30 mins shorter)?
· The effect of starting school half an hour later every day has had on the stakeholders
Activities designed to achieve the objectives:
· Surveys/Questionnaires to students/teachers/administrators
· Comparing data from years past to current school year
· Observing the attitude of a various stakeholders throughout the year (especially emphasizing the morning hours and MW afternoons)
Resources and research tools needed for data gathering
· Last year’s AEIS Reports
· Access to the grades from the previous year
· Develop questionnaires/surveys for individual teachers and students
· Blog/journal for observing community/campus culture
Draft timeline for completion or implementation of activities
School Performance:
· Comparing TAKS scores: 3 weeks after receiving them
· Comparing grades from previous years: 1st Semester, After Christmas Break; 2nd Semester, 3 weeks after graduation
Individual Students:
· Develop questionnaire by beginning of school year
· Random sample of 40 students (10 Freshman, 10 Sophomores, 10 Juniors, 10 Seniors) every six weeks; Analyze data by progress reports of following six weeks
Individual Teachers
· Develop questionnaire by beginning of school year
· Random sample of 10 teachers (2 Math, 2 Science, 2 English, 2 History, 2 Elective) each six weeks; Analyze data by progress reports of following six weeks. Must ensure that each grade level’s core areas have been sampled
Campus/Community Culture
· Continuous observation of stakeholders. Log thoughts into Blog/Journal
· Attend various stakeholder meetings: SBDM, School Board, PTA, etc.
Persons responsible for implementation of the action research plan
· Drafting of the questionnaires for teachers/students: Myself, various administrators, teacher volunteers
· Accessing grades from previous year: Grade level principals will have to give me the ok to perform this task. Could delegate to some other source
· AEIS Reports: Can easily access and read myself from the internet
Process for monitoring the achievement of goals and objectives
· Perusing the survey/questionnaires on a six-weeks basis. Include in the questionnaires suggestions for improvement, see if there is a consensus on what could be done to make it more effective.
· Direct comparison of grades before and after installation of mandatory tutorial period
· TAKS scores at the end of the year
· Ensure that all surveys/questionnaires are received and analyzed in a timely manner (by the time progress reports come out the following six weeks)
Assessment instrument(s) to evaluate the effectiveness of the action research study
· Grades
· TAKS Scores
· Completion Rate (long term assessment)
· AEIS Reports
· Meeting with SBDM, administrators, etc. to see of any additional measures should be taken
