Action Research Planning Template
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Question: What characteristics make for an effective math after
school tutoring program, with effectiveness determined by results of district
math test results?
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Action Step
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Person Responsible
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Time Line Start/End
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Needed Resources
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Evaluation
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1
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Looking at the fourth graders who
failed the 2012 November district math benchmark, divide students into two
groups, those that were assigned to and participated in after school tutoring,
and those that were not.
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M. Vasquez
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March 2013 - April 2013
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Benchmark data, Tutoring rosters
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Creation of two study groups, one group
that did receive after school tutoring as an intervention and one group that
did not.
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2
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Determine an average score for each of
the two groups, using the 2012 November math benchmark results. Then, determine the average score for each
of the groups, using the 2013 March math CBA.
Scores will be compared to determine the baseline effectiveness of our
current after school tutoring program.
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M. Vasquez
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March 2013 - April 2013
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Benchmark data, CBA Data, selected student groups
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Baseline scores will be determined to calculate the effectiveness
of the 2012-2013 after school math tutoring program as compared to the effect
of no tutoring, at fourth grade.
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3
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Look at students who have participated
in after school math and reading tutoring in grades 3, 4, and 5 this
year. Using the same benchmark and CBA
data for each grade level, pinpoint which tutoring teachers have had the most
success with raising the test grades of their students.
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M. Vasquez
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March 2013 - April 2013
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Benchmark data, CBA Data, Tutoring rosters
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Target teachers will be identified
based on their success with raising tutoring students test grades.
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4
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Meet with targeted teachers, asking
what they did with their tutoring groups. I.E. activities, computer programs,
lessons, etc.
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M. Vasquez, B. Wickel
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April 2013-May 2013
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Target Teachers
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Minutes from the meetings. A list of what successful tutoring teachers
did during tutoring this year.
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5
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Look at tutoring attendance sheets for
the targeted teachers and determine the average number of minutes, per week,
students received tutoring services.
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M. Vasquez
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March 2013-May 2013
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Tutoring attendance sheets
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Determine an average number of minutes
per week needed for successful tutoring.
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6
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Research after school programs that
have been successful. Focus on size of
groups, activities presented, and duration of tutoring sessions. Use this information, along with the
results from the targeted teacher group, to create a tutoring model to be
used during the 2013-2014 school year.
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M. Vasquez, B. Wickel
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June 2013-August 2013
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Articles, journals, and interviews
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Tutoring program to be used for the
2013-2014 school year.
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7
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Meet with principal to discuss the
tutoring plan proposal. Outline all
aspects of the program and cite sources to support the decision made in the
creation of the plan.
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M. Vasquez
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August 2013
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Tutoring plan, principal
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Receive approval from principal to go
forth with implementation and training.
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8
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Inservice 5th grade math tutoring
teachers on the after school tutoring model that will be utilized for the
2013-2014 school year.
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M. Vasquez, B. Wickel
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August 2013- September 2013
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Tutoring Plan, principal, 5th
grade teachers that will tutor
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Teachers will be informed about the
tutoring program. Agenda from the training.
Outline of program that is provided to teachers.
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9
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Looking at the fifth graders who fail
the 2013 November district math benchmark, divide students into two groups
based on whether or not they will be assigned to after school tutoring as an
intervention.
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M. Vasquez
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October 2013- November 2013
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Benchmark Scores
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5th grade math tutoring
groups to be seen in accordance with the developed after school tutoring
plan.
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10
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Determine an average score the two
groups, using the 2013 November math benchmark. Then, using the same two groups, determine
the average score for each of the groups, using the 2014 March math CBA. Scores will be compared to determine the
effectiveness of our newly created after school tutoring program.
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M. Vasquez
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February 2014- March 2014
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Benchmark data, CBA scores
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Comparison of Fall scores to Spring
scores, to rate overall effectiveness of after school tutoring to no tutoring
at all.
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11
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Evaluate the effectiveness of the new
after school tutoring model, as compared to the old, by looking at the change
in test scores for the monitored groups between the Fall benchmark and the Spring
CBA.
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M. Vasquez
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March 2014- April 2014
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Testing Data, principal, 5th
grade math teachers
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Evaluate the effectiveness and begin
making modifications to improve for the next year.
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12
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Present findings and recommendations
for future changes and possible building-wide implementation to principal,
administrative team and then the Campus Improvement Committee.
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M. Vasquez
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May 2014
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Principal, Admin Team, CIC
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Revised plan and minutes from CIC
discussion.
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