Action Research Plan

Setting the Foundation:
Increasing elementary student performance in math is a district and individual school objective. Meeting with my school principal we debated several concerns but came to the decision to focus on the manner and setting in which struggling students receive math assistance. The school has implemented the use of a math coach that works with identified students in the regular classroom as opposed to the pull out system that many other district schools are using at this time. It seems appropriate to analyze whether or not this is an effective program for the students by collecting student performance data.

Analyzing the Data:
District assessments are administered throughout the school year in an effort to benchmark student performance. They include benchmarks and the following: Beginning of the Year, Middle of the Year, Released TAKS, End of the Year, and actual TAKS. These assessments will be analyzed to monitor student improvement. Data will also be gathered through journaling and student artifacts. Student work will be collected for comparison. Teachers and students will journal throughout the process.

Developing Deeper Understanding:
Interviews will be conducted with teachers and students throughout the process. Student performance and classroom grades will also be analyzed. Parent surveys will be completed at the beginning and the end of the process.

Self-Reflection:
What other forms of assessment would be beneficial?
How can students’ have the opportunity to personalize the learning?
What will the teachers need from the math coach?
Are there times that students should be pulled out of class to work either in small group or individually?
How will students be assisted in the classroom without disrupting the learning of other students.

Determining Direction:
What effect does working with a math coach have on the math achievement of 5th grade students in the regular education classroom at Birdville Elementary?
This question will guide the research and data collection in order to determine if there is a positive effect of the math coach working with students in the classroom.

Action Steps:
1.Administer Beginning of the Year (BOY) Assessment to all 5th grade students.
2.Identify students that need to be Tier 2 or 3 according to state and district RTI guidelines.
3.Select students from the 5th grade general population for random sample to be used in comparison.
4.Work with identified students in small groups within the classroom setting.
5.Administer district benchmark assessments (Middle of the Year (MOY) assessment/ Released TAKS test) according to the district schedule.
6.Administer End of Year (EOY) assessment and/or 2011 TAKS test to determine end of the year performance.
7.Compare results from assessments that were administered throughout the school year noting any increases and/or decreases. Compare the identified group to the sample group.
8.Develop conclusions after analyzing data to evaluate the success of the program.
9.Share results and conclusions with stakeholders and other invested parties.
10.Consider revisions to improve or enhance the program for the next year.

Future Considerations:
Upon completion of the action steps the analysis will help in decisions on changes that will be needed for the program. The timeline will be adjusted according to findings so that it can be utilized again the following year.