Draft Action Research Plan & Process Review

Well, this has been quite a week...lots of questions swirling about concerning assignments and expectations.  After completing all the readings and supplemental readings, I feel that I have given my best attempt at creating my draft action research plan.  I will be meeting with my site supervisor next week and I am looking forward to her insight and expertise in creating the final plan.  Please share your thoughts and ideas about the draft below. 

School Vision: Students at Kay Granger Elementary will leave prepared for middle school through the implementation of effective instructional practices, relevant assessments, progressive technology, and measurable accountability standards.

Action Research Question: How does incorporating problem based learning (PBL) curriculum help to support positive student attitudes, enhance student participation, and improve student achievement in science?

Goal: To implement PBL lessons into the 2^nd-5^th grade physical science, earth science and life science curriculums to increase student participation, improve student attitudes and ameliorate student achievement on district and state science assessments. 

Action Research Plan

Action Steps	Person(s) Responsible	Timeline: Start/End	Resources Needed	Evaluation
1. Develop campus PBL cadre	T. La Fara T. Motley Principal	March 2013	Science Faculty grades K-5	None
2. Collect/analyze assessment data (2012-2013 dist. Assessments; 2011-2012 5th grade science STAAR data)	T. La Fara T. Motley Science Cadre	March 2013 – May 2014	Dist. Assessments STAAR Data	Categorize data into formative, summative, and STAAR assessments and determine concept areas of greatest need.
3. Identify current research on problem based learning and conduct site visits to PBL campuses	T. La Fara T. Motley Principal Science Cadre	March 2013 – June 2013	PBL Literature Model Campus Surveys (Survey Monkey)	Interview/survey staff members at model campus.
4. Interpret data from literature review and reflect on commonalities between the literature & campus needs.	T. La Fara	March 2013 – June 2013	PBL Literature Campus assessment data	Reflection on commonalities & alignment between literature & my campus.
5. Incorporate PBL lessons into the K-5 curriculum	T. La Fara T. Motley Dist.  Elem. Science Curr. Writers	May 2013 – July 2013 (curr. writing) Aug. 2013 – May 2014 (utilize PBL lessons ins classroom)	Dist. Curriculum PBL Lessons Supplemental science materials Surveys	Review student surveys on PBL and non-PBL lessons. Review staff surveys on PBL and non-PBL lessons (student engagement). Review of classroom observations, field notes & student artifacts.
6. PBL training	T. La Fara T. Motley Science Cadre	Summer 2013 (initial training with ongoing trainings throughout the school year as needed)	Presentation Materials PBL Lessons PBL Model Campus	Review of lesson plans, classroom observations, field notes & interviews/discussions at Science PLCs.
7. Completion of Summative Assessments	Campus Science Teachers Campus CIT	October 2013 – May 2014	District Formative & Summative assessments; STAAR Testing Materials	Comparison of assessment data from 2 school years as well as STAAR data on PBL campus vs. non-PBL campus.
8. Present outcomes for 2013-2014 school year	T. La Fara	June 2014	All relevant data sources and student artifacts; Literature review	Action Research Paper/Blog Posting Digital presentation to administration

Format based on Tool 7.1 Examining What We Do to Improve Our Schools

(Harris, Edmondson, and Combs 2010) 

 

Action Research Project

Process Overview

1.   Setting the Foundation – After meeting with my grade level professional learning community (PLC) and Vertical Science Team to review district and state assessment data, it was noted that our science benchmark scores indicated room for improvement.  With this knowledge, I met with my site supervisor to discuss possible action research topics and reached a consensus to research the effects that problem based learning (PBL) has on improving student engagement and achievement.

2.      Analyzing Data – My initial data collection included the 2011-2012 STAAR 5^th grade science scores as well as 3^rd-5^th grade district benchmark scores for the 2012-2013 school year.  My data collection will include site visits, staff/student surveys, classroom observations/field notes, student artifacts, subsequent test scores and a literature review.

3.      Developing Deeper Understanding – I plan to gain a deeper understanding of the PBL process and PBL lessons by conducting site visits to a PBL campus at a neighboring district, conducting a literature review, researching/implementing PBL lessons into the science curriculum, and through interviews with the science cadre members. 

4.      Engaging in Self-Reflection – Throughout the action research process, I will reflect on the success of PBL implementation, PBL staff trainings, student engagement & attitudes, and whether there are significant academic gains seen by the implementation of PBL or if other solutions should be researched.

5.      Exploring Programmatic Patterns – During my action research project, I will engage in reflective conversations with my site supervisor, the district elementary science curriculum coordinator and the science cadre members.  These interactions will help to gauge in problems in the PBL process, help to guide in change in direction in implementation that is needed, and will allow for celebrating successes along the way.

6.      Determining Direction – After speaking with my site supervisor and the district elementary science curriculum coordinator, I believe I have a specific and realistic action research question and goal.  I have collaboration on this project with my site supervisor, curriculum coordinator and a group of 5 other science teachers who will be serving on the science cadre.  I also have collaboration from a model PBL campus in a neighboring district.  I believe my timelines are adequate.  Some work on this project will take place in the next few months.  However, the implementation of PBL lessons will not occur until the beginning of the 2013-2014 school year.  Once implementation begins, I will immediately begin collecting data with surveys, classroom observations, field notes and subsequent benchmark assessments.

7.      Taking Action for School Improvement – Our science cadre has been established and we will be conducting our first site visit of the model PBL campus on March 22^nd.  My draft action research plan is complete and I will be meeting with my site supervisor on March 18^th for her comments/amendments.  PBL lessons will be reviewed and written into the science curriculum in May and June and PBL training will be available on a district level this summer and on a campus level in August.  I will be creating student and staff surveys in the near future.

8.      Sustaining Improvement – If the implementation of PBL lessons in the curriculum proves to be an effective means of improving student engagement and academic achievement, I will share these finding with my colleagues via my blog, with my campus using a digital presentation format at a faculty inservice, and with our district Executive Director of Curriculum & Staff Development via my final action research report and/or digital presentation.