Action Research and CARE Model

Well, this week was fairly uneventful.  After reading comments from my colleagues and meeting with my site supervisor, I have decided not to make any changes to my action research plan at this time.  I am attaching my CARE model from this week's assignment...this was a bit challenging to complete.  My site supervisor and I discussed the concerns, affirmations and SMART recommendations and developed this plan together.  This Friday will be a fun step in my action research project as the science cadre is conducting a site visit to a neighboring campus to see problem/project based learning in action.  I am excited to see the learning taking place!

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Time for implementation of problem/project based learning:  This includes the time for site visits, researching/writing PBL lessons, training teachers on how to teach PBL lessons, additional class time for students to full engage in PBL lessons rather than “doing a project”, and evaluating lessons for gaps and extensions.

2.  Campus/District Resources: Resources will have to be made available to implement PBL lessons with fidelity.  This includes minor supplies to the use of space such campus courtyards as well as the district outdoor learning center. 

3.  Student engagement/achievement:  The goal of this action research project is to improve student engagement and achievement in science.  In order to do this, students must be able to retain science concepts and terminology, and use critical thinking skills to apply this knowledge to abstract scenarios. 

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1.  Classroom Observations:  Classroom observations and focused walkthroughs will continue each month.  Peer feedback and field notes will be reviewed at vertical team meetings.

2.  Grade Level PLCs:  We will continue to meet as grade levels every other week to review data and determine protocols for improvement and ways to meet the needs of those students who are not meeting the standard/expectation.
3.  Vertical Team Meetings: We will continue to meet vertically (K-5) as a science team with a focus on the implementation of the PBL lessons, student engagement and benchmark data.  These meeting should occur no less than once a month.
4.  Communication: Our campus has strong communication among the staff as well as with the students and parents.  In order to sustain improvement, we will continue to focus on student communication or means by which they can demonstrate their knowledge.  This will include but is not limited to the use of technology in the form of netbooks & ipads with various programs such as Educreation and iMovie.

SMART Recommendations that must be implemented: (Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1.  Identify Areas of Need/Review Data:  Benchmark data (formative & summative) will be reviewed to identify concepts that students consistently miss. 

2.  Creation of Purposeful Lessons:  After identifying concepts that require more depth of instruction, TEK aligned PBL lessons will be written into the scope and sequence.  This process will initially take place spring/summer 2013, but an ongoing review of benchmark data will occur throughout the school year.
3.  Incorporate PBL lessons into the K-5 Science Curriculum:  Teachers will utilize at least one PBL lesson in each science section (physical, earth & life) during the 2013-2014 school year.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. Student Surveys & Interviews: students will complete surveys after one PBL and one non-PBL lesson in physical, earth and life science. 

2.  Staff Surveys: Teachers/Staff will complete surveys once each six weeks to evaluate student engagement and implementation of PBL lesson.
3.  Formative/Summative Assessments: Formative assessments will be used to drive instruction.  District assessment data (physical summative, earth summative & life summative) will be used to evaluate student achievement.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action.