Action Research Plan


SCHOOL VISION:  Improve student achievement in math courses, specifically Algebra, Geometry, Algebra II, and Math Models. (Taken from the school’s CIP)



GOAL:  Determine the effectiveness of pull-outs in a high school setting for students that either failed a math state assessment needed for graduation or currently struggling in math a class with a state assessment needed for graduation?



OUTCOMES
ACTIVITIES
RESOURCES
/RESEARCH TOOLS NEEDED
RESPONSIBILITY
TO ADDRESS ACTIVITIES
TIME LINE
Benchmarks/
ASSESSMENT
Revisions to
SIP/PIP based on monitoring and assessments
Identify students that need to be pulled-out for exit-level Math remediation.
Compile list of students that have previously failed the exit-level math TAKS test or that are back-graded and trying to graduate with cohort.
TAKS scores, list of back-graded students trying to graduate with cohort.
Jonathan Arenaz
September 2012


Students will be pulled out the second half of an elective class.
Develop calendar for pull-outs.
Student’s schedules
Jonathan Arenaz
September 2012


Curriculum developed for pull-outs.
Identify individualized curriculum for students.
Released TAKS questions, Step Up to the TAKS resource materials.
Sue Peugh and Jonathan Arenaz
September 2012


Students receive intervention/remediation
Students attend pull-outs
Attendance logs
Sue Peugh
October 2012


Students take Math Exit-Level TAKS Test
Students take Math Exit-Level TAKS Test
Math Exit-Level TAKS test
Testing Coordinator and Test Administrators
October 2012


Percent of students that pass the exit-level Math TAKS test on the October test after being pulled-out for remediation.
Review TAKS scores.
TAKS scores from the state.
Jonathan Arenaz
January 2013
Math Exit-Level TAKS scores

Determine the effectiveness of pull-outs for math remediation at the high school level.
Analysis of student scores and percent of students that passed the exit-level math TAKS test.
Data collected from previous step.
Jonathan Arenaz
January 2013


Identify students that need to be pulled-out for Algebra 1 and Geometry EOC remediation.
Compile list of students that have not met the Level 2 standard on either the Algebra 1 or Geometry EOC.
Algebra 1 and Geometry EOC scores from spring and summer.
Jonathan Arenaz
October 2012


Students will be pulled out the second half of an elective class.
Develop calendar for pull-outs with room number
Student’s schedules
Jonathan Arenaz
October 2012


Curriculum developed for pull-outs.
Identify 5 Readiness TEKS that the school averaged the lowest on during the spring administration.  Develop curriculum to reteach those 5 TEKS.
Item Analysis Reports, Step Up to the TEKS resource materials.
Sue Peugh and Jonathan Arenaz
October 2012


Students receive intervention/remediation
Students attend 5 pull-outs.
Attendance logs
Sue Peugh and Michael Duran
November 2012


Students take Algebra 1 or Geometry EOC test
Students take Algebra 1 or Geometry EOC test
Algebra 1 and Geometry EOC tests
Testing Coordinator and Test Administrators
December 2012


Percent of students that pass the Algebra 1 or Geometry EOC test after being pulled-out for remediation.
Review Algebra 1 and Geometry EOC scores.
Algebra 1 and Geometry EOC test scores.
Jonathan Arenaz
March 2013
Algebra 1 and Geometry EOC scores

Determine the effectiveness of pull-outs for math remediation at the high school level.
Analysis of student scores and percent of students that passed the Algebra 1 and Geometry EOC.
Data collected from previous step.
Jonathan Arenaz
March 2013


Identify students that to be pulled out of Algebra 1 G.A.P. labs.
Teachers will provide a weekly list of students they believe need intervention to help them meet the Level 2 Standard on the Algebra 1 EOC.
Google Form that the teachers can easily input student names to identify the students to be pulled for intervention.
Algebra 1 G.A.P. lab teachers, Jonathan Arenaz, Sue Peugh, and Michael Duran
January 2012-May 2013


Curriculum developed for pull-outs.
Identify the TEKS that individual students struggled with.
Benchmarks, Fall Final, Step Up to the TEKS resource materials, other resource materials
Sue Peugh, Jonathan Arenaz, and Kris Fuller
January 2012-May 2013
Benchmarks and Algebra 1 Fall Final

Students targeted and pulled out for intervention.
Students attend pull-out.
Attendance Logs
Sue Peugh and Michael Duran
January 2012-May 2013


Students take Algebra 1 EOC test
Students take Algebra 1 or Geometry EOC test
Algebra 1 EOC tests
Testing Coordinator and Test Administrators
May 2013


Percent of students that pass the Algebra 1 EOC test after being pulled-out for remediation.
Review Algebra 1EOC scores.
Algebra 1EOC test scores.
Jonathan Arenaz
August 2013
Algebra 1 EOC scores

Determine the effectiveness of pull-outs for math remediation at the high school level.
Analysis of student scores and percent of students that passed the Algebra 1EOC.
Data collected from previous step.
Jonathan Arenaz
August 2013


Determine the overall effectiveness of pull-outs for math in a high school setting.
Complete a report of all of the data from the test scores and the pull-outs of students.
Attendance Logs and Test Scores
Jonathan Arenaz
August 2013
October Administration of Math Exit-Level TAKS test; December administration of Algebra 1 EOC and Geometry test; May administration of Algebra 1 EOC test


6 comments:

  1. I am torn between whether or not pull outs work efficiently or if inclusion works better. One thing for sure is that who ever assist these students need to be fluent in the subject matter being assisted in, ie. math. This research should answer many questions and will be interesting to see the results.

    ReplyDelete
  2. Jonathan, I'm right there whith you on this one. What are yall going to use for remediation when you have the students in the pull outs?
    We have currently bought the Odyssey Ware program and it has worked wonderfully for our pull-out kids because we take the data from their state assessments using DMAC. Odyssey ware then lets us create a remediation specialized for each student. They are able to log onto this anywhere at anytime also.
    I am curious to see your research. We used to always pull out during electives, but our current principl is very much against it. He says those are the only classes these kids enjoy, so we are making them hate school if we take that away from them too. I see both sides of it. Good luck! Your findings will be very useful.

    ReplyDelete
    Replies
    1. I am not aware of the Odyssey Ware program. I will have to research that. Currently we are taking a more traditional method with the students in which the interventionists conducting the pull-outs are analyzing, reviewing, and having the students work on questions that are TEK based. We are using a couple of different resources, but mainly "Step up to the TEKS" by GF Educators. We are also using some of the questions from material produced by Region IV.

      I can understand your principal'a stance, but if these students do not pass their EOC they are not going to graduate and the hope is that not being pulled out of an elective class will be a motivating factor.

      Delete
  3. Kudos for being very detail-oriented in your action research plan. Pull-out versus inclusion has been a growing topic of interest in the past few years in my experience. This may be a small thing (and forgive me if you're addressing this and I just overlooked it), but have you considered being prepared to address students' lack of motivation, discouragement, or other factors that may be involved with being unsuccessful on standardized testing and/or the subsequent pull-out that occurs afterward?

    ReplyDelete
  4. Motivation is a key factor. All the students have been personally invited by myself to the pull-outs. In my conversation with each student I explained the new graduation requirements and the importance of the test. I know this is a hard sell to a 14/15 year old kid that still has 2+ years before they graduate. The interventionist has been told not to make a scene or get in an argument if the student does not want to participate, but to inform administration. We do need a system to call parents to inform them if their child is not participating. Finally, the drop out prevention personnel on our campus will need to get involved.

    ReplyDelete
  5. I have two questions about your actio research plan that I may have overlooked. What types of formative assessment will you use during the intervention phase and also I noticed that someone mentioned the use of internet based programs. These programs are usually prescriptive in nature and allow students to work on the specific skills that will allow them to be successful. Have you considered utilziing one of these that students can work on both at home and at school?

    ReplyDelete