Reflection of College Readiness 5301

     This class has taught me a lot about the importance of action research. It has also helped me realize the value of my research topic, college readiness. I realize that professionals seek out change and reflect on their practice by posing questions, collecting data to gain insight, analyzing the data, making changes in practice based on their new understandings, and then sharing these findings with others (Dana, p. 3). Action research allows you to be a lifelong learner, always looking for a better way to do things and encourages you to share your findings with others. As principal, action research puts you in the position as “head learner” at your school (Dana, p. 4). The goal is to transform the profession (Dana, p. 2). Choosing college readiness for my particular school is imperative for school improvement. Action inquiry or action research is an essential aspect in keeping principals and their schools from being stagnant. In other words, “Research tells us that engagement in inquiry is an important ingredient for the overall professional health of an educator (Copeland, 2003)” (Dana, p. 15). Educational enthusiasts such as Dr. Chargois and Dr. Lewis have also given insightful information.

     Dr. Chargois says that you have to change something today in order to change teaching tomorrow, because if a teacher is green, they are growing and if they are brown they are dying. Therefore, ongoing learning is a must. Action research is an interactive way to implement others’ ideas to fit individualized plans for change. We get in to this profession to make a difference, but now it is more about producing results. Teachers are held accountable and there is increased student performance with results shown.

    Another great perspective is from Dr. Lewis, and along with Dr. Chargois (and Dr. Briseno, Principal at Rancho Isabella Elementary, Angleton ISD) they advocate data analysis as an important tool in planning change, in making improvements, and in providing direction for your campus or district. In today’s age of accountability, it is imperative that we are always looking for ways to improve and well-defined research can provide a path to discovering what improvements are needed and how to achieve them. These administrators state the importance of continuous learning in order to maintain the highest level of success. As educators this day and age, we need to steer clear from traditional research and continue to learn through active research to reap the greatest rewards.

     The discussions, lectures, the blog comments as well as the discussion comments have been insightful. My colleagues have shared beneficial information. Based on that advice, my action research plan needs to be more organized so I will work on that in order for it to flow. I will also keep the research data organized so I do not get too overwhelmed. The advice from colleagues as well as the texts and the rest of the material that this course provided has gotten me excited to help make positive change at my school and action research is the way to do it. Data analysis is a tool that our district employs at length to try and advance student achievement. We use test scores, benchmark scores, demographics etc. to try and target areas where we are weak and to strengthen all areas in the realm of curriculum and instruction. As a rule, though, I don’t believe we are as effective at using data analysis to identify and remedy other areas of concern in our district such as teacher training, employee motivation, and student-parent concerns. It is my hope that my wonderings and learning can serve as a springboard for our district to incorporate more action research into areas besides curriculum and instruction in order to make our student achievement increase even more in the future.

College READiness Project for Eighth Graders

Below is a six weeks assignment I have for my eighth graders to have a better understanding of college readiness and the benefits.

You will create a blog and answer these questions for your six weeks test grade.

COLLEGE READY AWARENESS

1. What does college readiness mean, and how will you be able to apply it?

2. How do you think being college ready will prepare you after high school?

3. Where do you see yourself in five years?

4. Where is your dream college? What will you have to do to attend your dream college, university or trade school?

5. Describe your dream job.

6. How will getting in, attending and graduating from your dream college enable you to have your dream job?

7. What qualifications do you need for your dream job? Describe the education needed and other qualifications such as certifications.

8. What kind of lifestyle can you live with your dream job?

9. Describe your life in 10 years?

10. What kind of goals do you have to acheive to reach your ideal lifestyle?

11. How do you think being college ready will play a role in your future?

12. How may you help others see more opportunities after their high school years?

13. What have you learned from this project?

14. Why is it important to look beyond the here and now?

15. What will you do to better yourself or be a champion today?

Action Research College Readiness

Goal: Students will become knowledgeable on the topic of college readiness and exceed state and federal student performance standards at the middle school and high school. We will give students the greatest opportunities to earn high school credit in middle school and earn college credit at high school.

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Increase STAAR passing rates and performance standards.	Utilize data from six weeks TEKScore reports to target remedial instruction and for after school tutorials.	DMAC TEKScore Reg. VII program (SFSF)	Asst. Superintendent, Principals, Counselors, teachers	Oct. 2013 Nov. 2013 Feb. 2013 April 2013	STAAR Percentage of students achieving Satisfactory Performance Levels on required assessments	Discuss updated timeline
Increase passing rates for all student groups.	Coordinate instruction at DAEP and ISS programs to ensure mastery of TEKS objectives.	Funding: Education 2020	DAEP Teacher and Aids ISS Aids High School Principal	Each 6 weeks	At least 90% passing rate each 6 weeks for all student groups. Grades	Increase Funding if available
100% promotion rate	Provide summer school, and acceleration programs to address the needs of high-risk students.	Funding	Principals, Teachers	Each 6 weeks	Final grades	Provide more Funding if available
At least 90% passing rate each 6 weeks for all student groups. Percentage of students achieving Satisfactory Performance Levels on required assessments.	Utilize Accelerated Reader Enterprise, Literacy programs and accelerated math programs to increase skills	Renaissance Learning Funding	Librarians, Teachers	Oct. 2013 Jan. 2014 May 2014	Summative and Formative Assessments Grades	Discuss updated timeline.
Equipment procured	Upgrade Science materials and equipment for all campuses.	Local funds of $8,900	Principals, Teachers	Sept. 2013 Jan. 2013 April 2013	Increased performance in sciences	Update timeline and funding.
100% qualifying students served by appropriate programs	Provide annual update training for all staff to ensure common understanding of district procedures for identifying, supporting and monitoring the following students: Dyslexia and related disorders, LEP, Sp. Ed, GT, At-Risk	Special Education Department Handbooks	Asst. Supt., Principals, EISD Sp. Ed. Director	Aug. 2013 Jan. 2014	Grades	Update timeline and materials needed
100% of identified students passing each six weeks	Provide tutorial program and Grand Central Station support services targeting 20% students, special ed. Students and 504 students district wide	Sp. Ed. Funds Local Funds	Content Mastery Teachers, 504 Aide, Sp. Ed./Reg. Ed. Teachers	Each 6 weeks	Grades	Update requirements
100% pass all subjects	Provide ESL services on all campuses and monitor student progress	Local Funds	District, ESL teachers for elementary and secondary	Each 6 weeks	Grades	Increase Funds If available
Monitor special programs for maximized potential	Utilize alternative assessments to ensure LEP students are not over-or-under represented in special programs	Local Funds	ESL Teacher, Principals	Aug. 2013 Jan.2014 May 2014	Monitoring	Responsible parties

Action Research Plan

Action Research Project/Goal: Students will become knowledgeable on the topic of college readiness and exceed state and federal student performance standards at the middle school and high school. Give students the greatest opportunities to earn high school credit in middle school and earn college credit at high school. Outcomes:  Increase STAAR passing rates and performance standards and monitor special programs in order to help special education, ESL students, and at-risk students. Increase understanding of the meaning of college readiness among students, and increase opportunities for middle school students to receive high school credit, and high school students to receive college credit. Activities: 1. Utilize data from six weeks TEKScore reports to target remedial instruction and for after school tutorials. 2. Coordinate instruction at DAEP and ISS programs to ensure mastery of TEKS objectives. 3. Provide summer school, and acceleration programs to address the needs of high-risk students. 4. Utilize Accelerated Reader Enterprise, Literacy programs and accelerated math programs to increase skills 5. Keep attendance rates in check 6. Research STAAR test scores and implement remedial programs at the early stages so it is not needed in college. 7. Utilize resources from food manager in order to provide nutrition necessary during school for students especially on test day. 8. Implement more rigorous and challenging activities for the more advanced students to keep them engaged such as providing college courses in high school to facilitate the college transition. Resources/Tools Needed:  DMAC TEKScore Reg. VII program (SFSF) and Funding, Grades Timeline: Benchmark and STAAR results dates Oct. 2013 Nov. 2013 Feb. 2013 April 2013 Jan. 2014 May 2014 Each 6 weeks Responsible Parties: Asst. Superintendent, Principals, Counselors, Teachers, DAEP Teacher and Aides, ISS Aides, ESL teachers, classroom teachers Assessment and Evaluation: STAAR Percentage of students achieving Satisfactory Performance Levels on required assessments, At least 90% passing rate each 6 weeks for all student groups, grades on summative and formative assessments.

Different Areas of Action Research

There are several different areas of action research:

1. Staff development

2. Curriculum development

3. Individual teacher(s)

4. Individual student(s)

5. School culture/community

6. Leadership

7. Management

8. School performance

9. Social justice or equity issues

The action research project that I will pursue will be college readiness under the category of School

Performance. College readiness is preparing students well enough so they don't have to take

remedial classes in college. It is best if students may transition straight to college without having to

take extra classes. This was also an area of interest because I was a straight "A" student coming out

of high school, and I failed my first college exam. I realized then that I didn't know how to study. I

would like to be able to help students at every level feel that they may succeed in college. I'd also like 

to incorporate athletic performance and if it enhances college readiness.

Action Inquiry

  Action inquiry or action research is an interactive way to create change. Since there are several issues in a school that arise on a day-to-day basis, there is a need for reflection and change. Principals may collaborate with faculty and staff in order to get ideas that may bring about change in a positive manner. This type of reflection is basically taking others' research and ideas. There is no reinventing the wheel, but making it better and using the information you need to fix "your" problem. Action research allows you to be a lifelong learner, always looking for a better way to do things and encourages you to share your findings with others. As principal, action research puts you in the position as “head learner” at your school (Dana, p. 4). The goal is to transform the profession (Dana, p. 2). Principals become stagnant if they do not continue to reflect on issues that their school undergoes. In my school, I feel that college readiness is a potential problem because it has been in recent years. Students' test scores and the 'college ready' data collected did not meet standards. This is a real issue because students are not being set up for success. I will also look in to students' success of their first year of college to see if the success may continue. I will reflect on others' findings in order to help  our students become more college ready.

I believe that this blog will enable me to communicate with others as well as get feedback. Other educators and administrators may follow my blog and comment on posts in order to give new ideas that I may be able to implement or use within my action research.