Need to amended Action Plan

Thank you for commenting.  It would help to post a little more information about my plan.  I guess I overlooked that minor detail.  I edited the previous post with the whole plan. - Angel

Reflections of the Action Research Plan

I have so many note pages on my computer, where I have written and rewritten the questions, scope, and the topic of my action research.  I am still not completely clear on the projected outcomes because I need to meet with my mentor (and my boss) to be sure I am asking the right questions.

We were able to meet briefly before spring break and we have corresponded via email, but I am looking forward to getting her feedback, her wisdom and her guidance.  I tend to jump in and start plowing before I examine the field for boulders.  She helps me see the boulders.

I was relieved to hear Dr. Jenkins and Dr. Arterbury say in the week 4 video, that our research may change or could even hit a roadblock and we may have to change it completely. I don't anticipate that happening, however, it is comforting to know, it would be okay.

I am looking forward to my colleagues comments and suggestions.

8th grade Technology Proficiency - Action Research

Action Research Planning –   8^th Grade Technology Proficiency

Mary Angel – Education Technology Intern

Goal:  What can Austin Independent School District do to assure that all 8^th grade students have an opportunity to complete the 21^st Century Skills Assessment (technology proficiency test) and to increase the scores of the 8^th grade students in order to meet the goals set in the AISD E-plan and AISD Strategic Plan?

Background

The Texas Long Range Plan for Technology states, “No Child Left Behind Title II, Part D Requirements—all students must be technology literate by the end of 8th grade …” 

In order to meet the requirement set by No Child Left Behind legislation and the Texas Long Range Technology Plan, the Austin ISD E-Plan offers objectives, strategies and evidence to address technology literacy of all learners by the 8^th grade.

The Austin ISD E-Plan’s Goal 1 states, “Teaching and learning focuses on the instructional needs of teachers and the learning needs of students in meeting the vision of technology in education.   All Learners have access to relevant, 508-compliant technologies, tools, resources and services for individualized instruction 24/7; use 508-compliant information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems use research based strategies in all subject areas to improve academic achievement;  communicate effectively in a variety of formats for diverse audiences.” 

The plan continues by listing objectives, strategies, timelines, and evidence to assure the goal will be achieved.  There are several such evidences that pertain to this action research topic.

Objective 1.1 – “Integrate the Technology Applications TEKS and ISTE/NETS within the core curriculum at each grade level.”

 Timeline – 2010-2013

Strategy 1.1.3: “Campus Improvement Plan/Campus Tech Plan details plans for Tech Literacy instruction, for all students, including students with disabilities, across the grade levels and subjects within a campus.”

Evidence 1.1.3 –- Students in Elem K-5 and MS 6-8 are tech literate by the time they reach 5th or 8th grade. Tech Literacy Assessment given at 5^th and 8^th grade validates proficiency

Objective 1.4 - Develop strategies to monitor and document progress of technology integration and to monitor and report student proficiency to state and federal agencies.

 Timeline - 2010-2013

Strategy 1.4.1 – Require all 5th and 8th grade students to take the online Technology Literacy Assessment developed by a previous grant in partnership with Learning.com.

Comments: Currently approximately 50% of students were proficient.

Evidence 1.4.1 - 100% of 5th and 8th grade students take the online TLA in May. 70% of students will receive a "proficient" score.

Strategy 1.4.2 – Report and analyze results of 5th and 8th grade Technology Literacy Assessment paying attention to performance gaps between student groups.

Comments: Gaps have been identified. Students with higher levels of poverty do not perform as well on the Tech Literacy Assessment. Extra effort will be made to increase tech access at these campuses.

Evidence1.4.2 - Results of performance reported to campuses and district leadership including annual report to the Board of Trustees. TLA Result available online via AIMS reports

Strategy 1.4.4 - Students use EasyTech online curriculum to learn and master Technology Applications TEKS. Suggested scope and sequence provided for all teachers K-8.

Strategy 1.4.4 - Campus Technology Plans published annually and available for review. Plans detail approach for integration of Technology Application TEKS in foundation courses.

The Plan:

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. Copies of: ·       AISD Strategic Plan ·       AISD E-plan ·       Status Reports ·       Results of 2011- 5th and 8th grade technology tests results	Mary Angel Josephina Hughes	March 2012-March 2012	Copies, records, time	·       Not all 8th students completed the test ·       Not all 8th grade students were Proficient
2. Interviews: ·       Information Systems Administration ·       Network Support ·       Technology committee members ·       Education Technology staff ·       Executive Director of Career and Technical Education	Mary Angel John Alawneh Josephina Hughes Guy Butler Annette Gregory	March 2012- May 2012	Copies, data records, time	·       Does the district Technology Committee have a plan to address concerns of the research? ·       Does the Technology Committee see a value in this study? ·       Does the Technology Committee approve this research and the quantitative data that will be used? ·       How much time is allowed for a student to work on the assessment ·       What is the district policy and plan for the 8th grade Technology test? ·       What is the procedure for testing? ·       What is the plan for completing unfinished tests?  ·       Should those students be counted as “not proficient”?  Since they did not complete in allotted time? ·       Who is responsible for making sure the student completes the test? (Teacher/administrator  or student ) ·       What is the accountability for not testing “all 8th grade students?” ·       How many students were counted absent during testing? ·       How many started and did not finish? ·       How many never started? ·       How many were considered exempt? ·       Should students be exempted?  How is that addressed in Texas Long Range Plan or by NCLB?  ·       How many students were unable to test because of lack adaptive technology?
3. Historical data:  5th grade / 8th grade enrollment Technology/21st Century Skills tests	Mary Angel Carol Pazera Josephina Hughes	March – April 2012	Copies, records. time	·       Compare enrollment and attendance on days of testing.

How does your district test 8th grade technology literacy?

Does your district have a Technology Plan to address NCLB requirement for all 8th grade students be technology proficient?

More on Action or Inquiry Research - Week 2 Reflection

The last 2 weeks have really enlightened me and increased my vocabulary to include action or inquiry research.  As I expressed earlier, the practice of "wondering" has been a part of my life for a very long time.  I am always interested in knowing "why" something is or how something works or how someone thinks.  Unfortunately, many of my friends and colleagues think I ask too many questions or that I ask questions with no real or easy answers.  Many times I am asked, "What difference does it make?"
I am surprised when I am asked that question, because the obvious answer (at least to me)  is "It could make a lot of difference. How do we know, if we don't ask?"

Much of our readings and the interviews of various educational leaders has allowed me to see how my natural 'wondering" can be used to implement change or open some controversial topics with the spirit of collaboration and not confrontation.  Also by using data and research to introduce new thoughts or viewpoints it can diffuse a situation.

Everything I need to know, I learn from Action Research

     Action research was a term that I was not familiar with when I started this class.  However, it is a practice that I employ in all aspects of my professional and personal life.  I have always asked “Why?” or “What was your thought process?” or “What made you say that?” or “What was their response?”

Quite frankly, it annoys many people, because they did not think to ask, or it was not relevant to their conversation or storytelling or they just didn’t think it was important.  For me, understanding the decision making process or the reasons for a decision makes it easier for me to accept and live with the outcome or see the flaws and become an agent for change.

     I was comforted to learn that not only was my burning 'need to know' validated, but it may actually be useful while I am continuing my education and benefit me professionally.

     As I continue to read the books and articles outlined in the course syllabus, I find myself thinking of the various committees on which I serve and the scope of our work.  In many instances, we are utilizing action research methods during our meetings.  Our superintendent is implementing many changes in policies and procedures.  One change was to develop a Strategic Plan that is printed and published for our community to access on demand.  All of our department work plans, at the district office, are driven by the goals on that Strategic Plan.  Departments are expected to have members serving on all the district initiatives and administrative inquiry and measureable outcomes are paramount to the process.  I now have a better understanding of that process and will be able to justify and utilize my "why?" personality. 

Administrators and Blogging

To be an effective educational leader, communication and relationship building are key components.  Blogging could be a useful tool for both of those tasks.  Having a Principal's Blog, or a Superintendent's Blog is a way to keep the lines of communication open and make parents, community and teachers feel connected to their leader.