Action Research Plan: REVISED Laura A.

Glardon
EDLD 5301 EA 1183
Overall Goal:
Quantitative data will be used to guide and improve instructional strategies and practices in 8th grade Science to
increase overall student achievement on the 8th grade Science TAKS test.

Description of Proposed Action Steps Person(s) Needed Timeline

Research/Rationale For Activity Evaluation/Results
/Activity Responsible Resources (Color coded to align
with action steps)

The Communication Action Research Team, along There is a correlation between Formative: Communicatio Released AEIS
with middle school science teachers, will apply increased student achievement and Progress and results n Action campus data for
the Plan, Do, Study, Act (PDSA) cycle to their the following characteristics: monitored on Eduphoria Research Team 2005-2009 school August 2010-
campus SMART goal to make improvements in 8th twice yearly for years. June 2011
grade Science and on the Science TAKS test. The Increase student achievement in administered district Principals/Asst.
following steps will be followed: Science, Grade 8 for all students created benchmarks. Principals District-wide data
Clear and shared focus from Eduphoria for August
Define the system High levels of collaboration and Progress and results Counselors 2005-2009 8th 2010
Analyze Texas’ science scores as in comparison communication monitored on Eduphoria grade Science
to National scores in Science Frequent monitoring of teaching every nine weeks for District TAKS tests broken
Assess the current year’s campus situation and learning administered district Curriculum down by Objective September
Analyze the assessment history of 2005-2009 Focused professional development created CBAs. Specialists and SEs 2010
and data trends on Grade 8 Science TAKS test
for campus as a whole and by sub-population Action Research includes District curriculum Instructional District-wide data
groups collaboration, focus on student alignment with instructional Coaches/ from Eduphoria for
Identify significant or common errors made by achievement, and a shared strategies to support new Specialists 2005-2009 8th October
students on previous year’s tests direction for continuous Science TEKS. grade Beginning of 2010
Identify strengths and weaknesses of individual improvement. Therefore, through Technology Year (BoY) Middle
campus over time the process of data collection and Teacher created classroom Integration of Year (MoY)
Identify instructional strategies aligned with analysis of root cause, research- assessements Specialists Science
weak areas based improvement theories will be benchmark tests October-March
Analyze the effectiveness of instructional implemented for instructional Nine Weeks Grades District Data broken down by 2010
strategies aligned with weak areas over time success. Specialists objective and SEs
Design professional development activities for Semester and year end
staff training based on assessment and report card grades 6-8 Middle District-wide data
weaknesses School Science from Eduphoria for
Gather and analyze district benchmark and Teacher Lesson Plans with Teachers 2005-2009 8th
curriculum based assessment data throughout instructional strategies as grade Science 1st- September-
the year with varied and new instructional related to content 4th 9 Wks CBA March 2010
strategies for specific science concepts tests broken down
Study the Results PDAS walk-thrus and formal by objective and
Standardize the Improvement evaluations SEs
Plan for Continuous Improvement June 2011
Evaluate success Summative: Research-based
90% pass rate on 2 current
benchmark tests yearly. instructional
strategies
90% pass rate on 4 CBAs designed
yearly. specifically for
Science concepts
90% pass rate on 8th grade and skills
Science TAKS test for all
students and sub-pops on
2010 TAKS test.