EDLD 5397- Week 3 Web Conference Reflection

I was unable to attend the web conference this week, so I watched the recorded version of it.  Again, I was impressed by Dr. Borel’s straightforward and organized presentation, as well as her humor and genuineness.  As I reflect on the past classes that I have taken with Lamar, I believe this course offers the most comprehensive, organized and well-defined web conferences of the program thus far.  TK20 has provided multiple opportunities for frustration, and Dr. Borel addressed that honestly.  She also mentioned a back-up plan should TK20 not come through with the mass emails to our site supervisors.  Dr. Borel reviewed the weekly assignment expectations and the reasons why we were given this assignment.  Her review of the APA questions, discussion and examples of correct answers was extremely helpful in understanding what was being asked.  Her directions are clear, yet she still encourages us to contact her with any questions.  I appreciate her approach in guiding this course.  She has reviewed items that should have been addressed in the beginning of the program such as the course schedule.  This course is rigorous, but is clear on the expectations.  

Update on Action Research Project-5326

I chose 5 students from each of my two third grade classes for a total of 10 students to establish progress-monitoring folders with.  Two above grade level DRA/Guided Reading scores, 4 on grade level DRA/Guided Reading scores and 4 below grade level DRA/Guided Reading scores were chosen for this particular action research project.  I have 5 boys and 5 girls participating.  Each student has a folder documenting the required TEKS and mastery level expected of each student and their personal progress towards these objectives.  These TEKS coincide with the lesson scope and sequence each week, although if mastery isn’t made the student has the opportunity to continue trying for mastery.  I meet with each student weekly to review progress and complete the goal sheets.  My expectation was that the above grade level students wouldn’t need the motivation of a personal academic challenge, but would value the road map of their personal education.  These two students are already highly motivated to learn.  My on grade level students have not been completely consistent in their level of motivation and I’m considering adding a variable into the equation in the form of an external tangible reinforcer for goals attained.  I do believe they appreciate the personal road map, as well, though.  My below grade level students tend to value the visual of their accomplishments, but are affected more when their goal isn’t reached that week.  They seem to do well without tangible external reinforcers and I would hesitate to add them just because.  Overall, I’m pleased with the progress that is being made by all of the students involved and am considering using this method for all of my students next school year.  

Action Research-Personal Goal Monitoring Folders

Action Planning Template
Goal: How will the implementation of a student’s personal goal progress folder impact their motivation and/or academic progress with the grade-level TEKS and DRA expectations?  Students aren’t typically given the TEK expectation for mastery and an opportunity to chart their personal progress, so when given the responsibility of their own mastery, will they be motivated at a higher rate to achieve?  Will it foster instrinsic motivation?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Choose six students from each class-2 high DRA scores, 2 mid-range DRA scores and 2 low DRA scores with a total of 12 students for the test group.	Wendy Pruitt, Teacher	Start 12-10-2012 End 1-07-2013	Current DRA scores as of beginning of 2012-2013 school year.	Developmental Reading Assessment
Choose six comparable students from each class as the norm group.	Wendy Pruitt, Teacher	Start 12-10-2012 End 1-07-2013	Current DRA scores as of beginning of 2012-2013 school year.	Developmental Reading Assessment
Create folders with expected skills focused on in upcoming units of study and assign level and method of mastery.	Wendy Pruitt, Teacher	Start 12-10-2012 End 1-07-2013	C-Scope Units through the remainder of the 2012-2013 school year. Folders with clasps.
Review folders weekly with focus group and record progress.	Wendy Pruitt, Teacher	Start 01-07-2013 End 06-06-2013	Third Grade TEKS; method and level of mastery per skill as noted in personal folders	3rd Grade TEKS; Projected level and method of mastery
Review progress of norm group and document progress in separate folder.	Wendy Pruitt, Teacher	Start 01-07-2013 End 06-06-2013	Third Grade TEKS; method and level of mastery per skill as noted in personal folders	3rd Grade TEKS; Projected level and method of mastery
Administer DRA assessment at mid-year and end of year	Wendy Pruitt, Teacher	Start 01-07-2013 End 06-06-2013 During DRA Windows	DRA kits, iPod and Tango App	DRA criteria
Review folders of test group with information from norm group and compare.	Wendy Pruitt, Teacher	Start 6-06-2013 End 6-30-2013	3rd Grade TEKS; Level and Method of Mastery	3rd Grade TEKS; Level and Method of Mastery
STAAR Reading Results	Wendy Pruitt, Teacher Scott Cales, Principal	August 2013	STAAR reports

My Journey-The Aha Moment of Week 2

After watching videos of Dr. Briseno and Dr. Chargois, I really connected with something Dr. Briseno shared.  He explained that it's important to examine quantitative data,but it's equally important to look beyond that.  We must look at the child and the life the child is leading.  Did the student eat dinner?  Did they eat breakfast?  Did they get enough sleep last night?  All these questions affect the academic success of our students.  I can't help but reflect on a student I currently have in my third grade class.  He consistently talks out of turn, reads at a kindergarten level, has a low self-esteem, has and can be extremely disruptive in class.  Despite all of these things against him, I genuinely like him.  His listening comprehension skills are fantastic.  He offers insights that are unique and spot on.  He makes me laugh and he makes me sad.  While reading with him last week, he randomly shared that he was having a horrible day.  Of course, I replied that he was in fact, having a terrific day and explained why.  He went on to say that he'll have a horrible day at home.  I was quiet and let him share.  He shared some difficult experiences he had been through recently including being told by his mother many times to "shut the f-word up" (his words) along with many other horrible situations.  My heart was quietly breaking for him.  How can I help him concentrate on his academics when he's worried about his situation at home?  I do my best to create a calm, supportive and learning rich environment for him as well as create opportunities to build his self-worth.  His situation goes beyond his reading level and math abilities.  It goes beyond his disruptive behavior.  As Dr. Briseno explained, we must look past the quantitative data and meet the needs of our students beyond academics. 

The 9 Passions That Drive Your Journey in our Dana text really allowed me to make connections with what our principal is trying to implement on our campus.  With each passion, I really was able to visualize the purpose of our current campus schedule and what he is trying to accomplish with it.  By creating "families" of classrooms, he's attempting to create professional opportunities for growth, an optimum, learning rich environment for our students with consistency and familiarity and potential for some exciting and effective learning opportunities in the future.  I'm looking forward to the future and the opportunities forthcoming.

I'm a bit hesitant to admit that I'm having an unusually difficult time nailing down an action research topic.  This uncertainty is definitely new territory for me and it makes me uncomfortable.  I have several thoughts on what I wonder about, but what is realistic and worthy of inquiry?  I'm unsure.  I love classroom management and student behavior.  One thought is to explore how implementing the CHAMPS approach to classroom management affects the classroom dynamic.  I also am mentoring a new teacher who is also teaching in the behavior unit of our campus.   I taught in the behavior unit for three years and wouldn't change the experience for the world.  I learned so much, but I'm struggling with buy-in from this new teacher.  Can I affect a change of philosophy in this teacher and ultimately help change the learning environment in which our behavior students are currently in?  I would love nothing more.  I keep changing my mind.  This is so frustrating for me. 

Thanks for reading and visiting.
Cheers!
Wendy

Dana, N. F. (2009). The Passions that Drive Your Journey: Finding a Wondering. Leading with Passion and Knowledge the Principal as Action Researcher (pp. 25-68). Thousand Oaks, Calif.: Corwin Press, a Joint Publication with the American Association of School Administrators.

Educators and Blogs

I'm guilty.  I admit it.  I follow blogs from other educators and gather ideas for my classroom and campus.  What's fantastic about the education profession is that there is not only one "right way" to teach and learn.  What's even more fantastic about educator's blogs is that we can share how we teach and learn in order to help eachother.  Ultimately, we use this information to help our students.  Education is constantly in motion with new ideas and approaches being created daily.   Blogs are an efficient and effective way to communicate to your colleagues what you have found that works, or doesn't work, in the classroom.  Blogs allow for mass communication and a sharing of ideas beyond a single campus, school district, city or even state.  By writing, sharing and reading blogs, educators are participating in professional development every day.  Blogs allow us to be fresh and up to date with current practices.  I don't currently write an educational blog, except for this newly created one, but will continue to stalk, I mean visit, other teacher's blogs for encouragement, ideas and creative solutions. 
Cheers!
~Wendy

What I Have Learned About Action Research

Until beginning this course, I knew very little about action research.  What I did know came from the conversations I had with my site supervisor.  He is a strong believer in action research and models it for the campus staff often.  My site supervisor, Scott, is currently involved in several action research projects on campus--one being the coding of each student with the special program they are enrolled in.  He currently has several lists from each of the programs--Special Education, RTI, Title, 504 and Dyslexia--is creating a master, color coded list.  He is wanting to know how many students are in more than one special program and why.  This will help him in addressing the needs of his students, along with identifying areas of interventions that are and are not being successful.  He will use this information to share with the leadership team and the staff to identify areas for improvement and develop action plans to put into place. 
Action research is the practice of evaluating the methods and procedures one has in place and putting actions in place to improve upon those.  There are several advantages to the practice of action research for an educational leader-- be it an administrator or teacher.  The educator will feel a sense of ownership and responsibility when given the opportunity to identify a need in the school and actively participate in the problem-solving strategies put in place to address that need.  Because of the strong sense of responsibility the educator possesses, they will be motivated to find creative solutions to the problem that are viable and efficient.  Having a familiarity with the identified problem will generate strategies and solutions that are feasible and creative, using knowledge of the campus and district resources available.  Time and resources may be a hindrance to the action research process and limit the amount of concentrated effort that is required for success. 
I'm looking forward to being an active participant in identifying a need on my campus and taking steps to develop creative solutions in order to get positive results.
Cheers!
~Wendy

Dana Fichman, Nancy (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.