Action Research Planning Template
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Question: What characteristics make for an effective after school tutoring program, with effectiveness determined by results of district math and reading testing?
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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 third, fourth and fifth graders who failed the 2012 November district math benchmark, and the 2012 October reading benchmark, divide students into two groups based on whether or not they were assigned to and participated in after school tutoring.
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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 and then again, using the 2012 October reading benchmark. Then, using these same groups, determine the average score for each of the groups, using the 2013 March math CBA and the 2013 February reading 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
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Baseline scores will be determined to calculate the effectiveness of the 2012-2013 after school tutoring program as compared to the effect of no tutoring, at each grade level.
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3
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Look at students who have participated in after school math and reading tutoring in grade 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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Interview 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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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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Inservice 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
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Teachers will be informed about the tutoring program.
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8
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Looking at the third, fourth and fifth graders who fail the 2013 November district math benchmark and the 2013 October reading benchmark, divide students into 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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Tutoring groups to be seen in accordance with the developed after school tutoring plan.
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9
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Determine an average score for each of the groups, using the 2013 November math benchmark and the 2013 October reading benchmark. Then, using these same groups, determine the average score for each of the groups, using the 2014 March math CBA and the 2014 February reading 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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10
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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
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Evaluate the effectiveness and begin making modifications to improve for the next year.
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Wednesday, March 13, 2013
Here's the plan!
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After reviewing your plan, it seems you are on the right track. One item I would add would be who you would present this data to. Would it be the principal, or the entire staff? Great job! Keep up the good work.
ReplyDeleteMariellen,
ReplyDeleteHow many students are you following here with all those grade levels? Did you want to narrow it down to specific grade levels or possibly a sub-population that didn't do so well last year on state testing to follow and monitor? I just know that a focus of this project is analyzing the data. If you are looking at a gazillion spreadsheets and students will you have the time (or help) to make sense of it all in the end?
I think it all looks great, I am just unsure of how it is "practical" for you to complete it all unless you have resources/help or narrow the target population. =)
I agree with Ronald. I do like your plan, but who are you present this to?Also, will you be making changes to make you plan more effective?
ReplyDeleteStephanie makes a very relevant point. That is a seemingly huge amount of data. Will you be able to get through it all and still be able to present a simplified idea of what it is that will help or improve the school, without unloading a heap of numbers on your audience? I love the idea, just concerned about your sanity... Good luck with your research.
ReplyDelete