Action Research: Curriculum Modification

Action Research Plan

Will curriculum modifications in the Science classrooms increase student achievement on the Science TAKS Exam compared to the two previous year scores?

Goal:  To increase student success on the Science TAKS Exam by modifying the curriculum in the areas of the weakest objectives.

Action Step 1:  Form a focus group and distributeresearch articles to the focus group, to be read prior to the first meeting.  

Responsible Party:  Administrator, Science Specialist, Department Chair, Lead Teachers

Timeline:  August, 2010

Resources
Articles:1.  Andersson, R., & Bendix, L. (2006). eXtreme teaching: A framework for continuous improvement. Computer Science Education, 16(3), 175-184. doi:10.1080/08993400600912335.
2.  O'Shea, M. (2005). planning & assessing standards achievement. Leadership, 35(2), 26-29. Retrieved from Professional Development Collection database.

Evaluation:  Discussion of articles at the beginning of the first meeting using active listening tools.

Action Step 2:  Focus group of curriculum areas leaders to develop a vision of the working plan.  Also, teachers will personally reflect to inspire and focus on the issue at hand.   Discuss any biases that may exist in terms of TAKS and classroom instruction for the at-risk.   Discussion of the non-negotiable points in the plan, and which points will be decided by consensus and collaboration.

Responsible Party:  Administrators, Science Speclialist, Focus group of Lead Teachers




Timeline:  Late August, 2010

Resources:  -Reflection Questions
-Sample vision statements
-Snacks to encourage participation

Evaluation:  Shared Vision Statement
Peer sharing of reflections using active listening techniques.

Action Step 3:  Disaggregate Science TAKS scores to determine weak objectives, and identify trends.

Responsible Party:  Same

Timeline:  Early September, 2010

Resources:  -Time for disaggregation work.
-Science TAKS scores from 2009, 2010.
 
Evaluation:  Passing rate for each of the five TAKS objectives.
 
Action Step 4:  Break into curriculum areas to evaluate the results of the data disaggregation, and to identify the weakest objectives for their own students.

Responsible Party: 
Curriculum Leaders
Teachers

Timeline:  Late September, 2010

Resources:  Individual TAKS scores. 
List of all the weak objectives

Action Step 5:  Students in each class will use the TAKS scores Worksheet to identify their own areas of need.
 
Responsible Party: Teachers,  Students
 
Timeline:  October, 2010

Resources:  TAKS Scores Worksheet
-Each student’s TAKS scores from 2010.
 
Evaluation:  Completed forms and a list of weakest objectives.

Action Step 6:  Curriculum teams will modify the instruction in their course based on the findings of the research.

Responsible Party:  District Science Coordinator,  Teachers
 
Timeline:  October, 2010
 
Resources:  -District Curriculum
-Scope and sequence
-Lesson plans

Evaluation:  Modified lesson plans submitted

Action Step 7:  Conduct classroom observations and write field notes to judge the impact of the modified curriculum on the classroom.

Responsible Party:  Administrator, Science Specialist, Department Chair
 
Timeline:  January, 2011
 
Resources:  -Time for observations
-Field Note Guide

Evaluation:  Reflection and evaluate of field notes.

Action Step 8:  Conduct classroom group interview and discussion.

Responsible Party:  Administrator, Science Specialist, Department Chair, Teachers

Timeline:  Beginning April, 2011

Resources:  Class time for group discussion.
 
Evaluation:  Results of the interview and discussion.

Action Step 9:   Evaluate the progress using District Benchmark Scores
 
Responsible Party:  Administrator, Science Specialist, Teachers

Timeline:  Early March, 2011
 
Resources:  -Benchmark Data
-2010 TAKS Data

Evaluation:  Compare the scores from each objective to the previous year scores.
 
Action Step 10:  Evaluate the progress using 2011 TAKS Scores.
 
Responsible Party:  Administrator, Science Specialist, Teachers

Timeline:  Late May, 2011
 
Evaluation:  -2011 TAKS Data
 
Action Step 11:  Compare the scores from each objective to the previous year scores.
Convene the Focus Group to reflect on the curriculum modifications that were put in place, and their effectiveness.  Look for areas of improvement.Revisit the vision, and collaborate to revise the vision to meet the newly refined needs.
Responsible Party:  Administrator, Science Specialist, Department Chair, Lead Teachers
 
Timeline:  June, 2011
 
Resources:  -Disaggregated TAKS data
-Vision
 
Evaluation:  Production of a new vision statement.
Survey form for each teacher.

Real Life Example of Action Research

It is nice to see that there is a plethora of real life examples of ways to use action research found in this week's assignment.   It really made me step outside my testing, scores, and TAKS box to see the many areas in which action research can be used.  I always seem to think in terms of school performance, and never thought to use action research to address things like social justice or equity issues.  I will try to use this research technique when addressing any issue that comes along.

Using Educational Blogs

Blogs can be a useful tool to collaborate and share ideas, reflections, and potential plans with colleagues.   Educational leaders can use a blog to communicate with their staff on upcoming events and post useful strategies.   Also, it can be used as a tool for inquiry to put reflective ideas into the minds of the educational community, and give them a place to post their professional "wonderings". 

Using Action Research

Action research is focused on providing insight into an administrator's practice in an effort to make changes and improve schools. It is an interactive and collaborative process which gives leaders opportunities to work with peers to find solutions to challenges that are specific to the home campus.  It provides professional development strategies for teachers and administrators in terms of school operations and student success (Dana, 2009).  It can also help an administrator move to more of an engaged practitioner role.  It is a personal process, but at the same time it still maintains the characteristics of scientific method.  Action research can be used to address any type of challenge or issue that may occur on campus.  Because of its reflective nature it helps you to delve more deeply into issues, and come out with effective solutions (Dana, 2009).  It can be used to develop "tailor-made" plans to bring about change that is specific to the home campus.  It is used to integrate theory, practice, and helps to apply the results of your expertise.  It helps administrators to become head learners, and take on more of a role model position.  Using action research allows best practices to thrive, and the administrator to move out of their office into the light of reflective inquiry.