| Action Planning Template (revision) | ||||
| Action Research Question: Does a professional mentor from the local community have a positive and measurable effect on their (our) at-risk student’s attendance, academic achievement, and behavior in the classroom? Goals of our Action Research: Increase in student attendance, positive growth in academics, improved behavior in the classroom. Objectives: Pose questions (one example) in order to identify which at-risk students should receive mentors, and in order to find out what mentor fits best with that student, track student data for 3 semesters in areas listed above, include mentor in implementation of plan and goals, measure and analyze various forms of data and make changes if no improvement is shown, share data with other schools with mentoring programs, our staff, and the community in order to make improvements and increase participation. | ||||
| Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
| · Pose questions (wonderings) throughout the process · Create surveys for mentors and ‘mentees’ to measure qualitative and quantitative data · Document everything within the relationship · Involve mentors and parents on the process, and collect and use their input | · Myself · Mentors · ‘Mentees’ · Parents · Administrators · Counselors · Teachers · RTI (Response to Intervention) Coordinator · Others TBD | · February 1st, 2012 · May 31st, 2012 | · Means of communicati-on between all parties (ongoing) · Volunteer forms for HR for each mentor · Class schedules of students selected (at-risk) · Survey Websites · Schedules of mentors · Press releases (already initiated) · Data tracking sheets (qualitative, quantitative) | · Processes for evaluation include (but are not limited to): · Analyze surveys from mentors and ‘mentees’ · discussion meetings with parents, teachers, and counselors to inquire about progress · interviews with mentors and ‘mentees’ (separate and combined) to see what is and is not working, and what we need to change · monthly data collection and analyzing of data (3 categories/goals) · Monthly discussion with sight supervisor on changes throughout process · Etc… Assessment instruments to evaluate the effectiveness of the research study are a combination of the evaluations above and the following (but not limited to): · Conversations about data w/ our RTI coordinator · Ongoing analysis of collected data using software · Ongoing discussions with other school districts with similar at-risk populations and mentor programs · Surveys that include both qualitative and quantitative questions, as well as open-ended responses |
| ORIGINAL DRAFT: Collect Data | Teachers, administrators, mentors, attendance clerk | February 1st, 2012 December 15th, 2012 | Phone, computer, email, EOC data, STAAR/TAKS data, benchmarks, attendance data | Collect test scores, bench marks, class averages, state exam scores, and attendance history during term |
| Analyze Data and Make Changes | Teachers, RTI committee, Self | June 2012, August 2012 | Phone, computer, email, EOC data, STAAR/TAKS data, benchmarks, attendance data | If results show improvements stay the course, if not try something new |
| Share findings with others | Self | December 2012 | Means of delivery to HS in particular, and district offices | Deliver information to Principal, Superintendent, High School staff, and parents of mentees. |
Wednesday, February 8, 2012
My updated Action Research Plan (February 8th, 2012)
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