EDD/581 ACTION RESEARCH PROPOSAL (Frank J. Ball Sr.) 1 Action Research Proposal.
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Transcript of EDD/581 ACTION RESEARCH PROPOSAL (Frank J. Ball Sr.)
EDD/581 ACTION
RESEARCH PROPOSAL
(Frank J. Ball Sr.)
1Action Research Proposal
Problem Statement Problem Description Purpose of Project Writers Role
Action Research Proposal
Problem Statement
Action Research Proposal
Problem Statement
The problem is that a significant number (23%) of third-grade students at ABC Elementary School are not proficient in math, based on state assessments. that a significant number (23%) of third grade students at ABC School are not proficient in math, based on state assessments.
e problem is that a significant number (23%) of third grade students at ABC School are not proficient in math, based on state assessments.
Image by: gembaacademy.com
Problem Description
Action Research Proposal
Problem Description Describe the problem statement in greater detail in this
section.
These statistics show that students are not receiving the educational requirements that they need in lower grades, thus adding more strain in the upper grade levels.
The problem statement indicates that in the third grade at ABC Elementary, 20 students out of 87 are not proficient in math according the 2014 CRCT test results.
This is but one elementary school in the Georgia public school system.
Image by: ceptara.com
Purpose of the Project
Action Research Proposal
Purpose of the Project
The purpose of this project will be to focus on the detailed description and analysis of mathematics classroom practices that result in students’ development of proficiency in third-grade mathematics.
The products of this project will be (a) an enhanced understanding of the mechanics “teaching for mathematical proficiency” (b) research tools that will support teaching for robust mathematics learning (c) setting practical tools that can be used on a larger scale for benchmarking and improving teaching practices.
Image by: pdatc.org
Writer’s Role
Action Research Proposal
Writer’s Role Describe how you relate to the topic. Children are our future and we need to ensure that we are providing the best
educational resources possible so that they can and will be able to compete in the their future.
Describe why you picked this topic. My passion is to change the way that we educate younger students so that they are
prepared to meet the course loads that they will face in upper grades, college and what will be expected from them in a 21st century workforce.
Describe how this topic influences or is influenced by your role in your current setting.
Working as the program director for Engineering for Kids Northeast Georgia gives me the perfect opportunity to affect students in grades K through eight. Starting in the third grade level when state mandated standards requirements begin influenced my decision to pick this topic and role.
Image by: yorksolutions.net
Teacher/Paraprofessional Survey Student Survey
Literature Review National Rankings Georgia Third-Grade Math Standards
Action Research Proposal
Problem Documentation
Action Research Proposal
Problem Documentation
The first section of the survey is designed for the teachers and paraprofessionals at ABC Elementary who have direct and daily contact with the third-grade students.
1) Will the new Milestone Testing that is replacing the criterion-referenced competency test (CRCT) give a better prospective of the proficiency outlook?
Please explain your answer in detail.
Image by: themopolis.com
Problem Documentation
2) How did you prepare your students for standards testing and what obstacles did you face?
3) With the change to the new Milestones Testing how will you adjust your teaching style to achieve the standards?
4) What support do you expect from administration and your team leaders in helping you to prepare your students for the new standards testing?
5) Do you feel that the curriculum chosen for this year will help you to adequately prepare all students to become proficient in the math standards expected? Please give a detailed response.
Action Research Proposal
Problem Documentation
The next set of questions are to be used to survey the ABC third-grade students to evaluate their opinions on preparing for the testing standards.
1) Can you show me how you start your math class?What is the first thing that you do?
2) What usually happens when someone doesn’t understand something?Do many students not understand the same thing or just one or two students?
3) What happened the last time in math class?How often do you think you will use math outside of class?
4) Do you think that you will need math?
Action Research Proposal
Image by: rch.org
Literature Review Author: Paul Bambrick-Santoyo
Title: A Case for Uncommon Schools: Born to Run.
Purpose: To review the proficiency standards of students’ in math and literacy in the new Springsteen Charter School, Newark, New Jersey.
Pertinent Findings: After five years in operation state testing results showed significant improvement in literacy, yet almost the same proficiency levels in math.
Author: Sheryl Cochran
Title: Kansas City Center School District’s Boone Elementary was failing.
Purpose: In 2008, Boone had numbers so low they had to make significant changes or the State of Missouri would begin to place sanctions on them.
Pertinent Findings: Using an AR and identifying the issues Ms. Cochran put into place an action plan the brought testing scores up 15% in the first year and 25% in the second year. In 2013 Boone won the National Center for Urban School Transformation Silver Award.
Action Research Proposal
Literature Review
Author: Victor Bandeira de Mello
Title: Mapping State Proficiency Standards ONTO NAEP Scales.
Purpose: To show where states’ standards lie on the NAEP scale.
Pertinent Findings: A review from 2005 through 2009 allows states to compare the stringency of its criteria for proficiency and allows states to analyze the rigor of their standards over the selected period of time.
Author: Angela Chan-Turrou
Title: Mathematical Proficiency and Perseverance in Action: The case of Maria and Andrew.
Purpose: To analyze a pair of students in the second grade engaged in algebraic reasoning.
Pertinent Findings: That a young student is not limited in learning mathematics as long as they are given mathematics related opportunities.
Action Research Proposal
Literature Review
Author: Stacey Merola Ph.D.
Title: High School Success Pilot Programs: Mathematics Coaches
Purpose: To provide an overview of case studies conducted as part of the evaluation of the Mathematics Instructional Coaches pilot program.
Pertinent Findings: The pilot program reported positive changes for both teachers and students utilizing new and engaging activities and techniques.
Author: Silvia DiMarco
Title: Mathematics in the middle: Shaping the proficiency footprint.
Purpose: The lack of academic rigor in middle school mathematics, resulting on the impact of student proficiency and the ability to pursue higher level mathematics courses.
Pertinent Findings: Several knowledge gaps from pervious grade levels hindered performance in current grades.
Action Research Proposal
Literature Review
Author: Staff Writer
Title: Small Urban Ohio Charter School nearly doubles math and reading proficiency.
Purpose: Students need personalized and differentiated learning to build mastery. Using tools developed through School Improvement Network (now known as Edivation and Observation 360) refined their program to help raise student achievement.
Pertinent Findings: Hope Academy increased student proficiency in reading from 34.8% to 61.5% among eighth-grade students and at the same time increased math proficiency from 47.8% to 80.8%.
Action Research Proposal
National Rankings
Action Research Proposal
Georgia Third-Grade Math Standards
Action Research Proposal
Action Goals Selected Solutions Calendar Plan
Action Research Proposal
Action Goal
Action Goal
Academic Area:
Mathematics
Goal:
Increase the proficiency of third-grade students on end of year standards testing by 5% and reduce the percentages of quarterly failing grades earned by third-grade students by 5%.
Action Research Proposal
Image by: automationprimer.com
Selected Solutions
Selected Solutions
1) Have instructors submit (2) lesson plans per month containing differentiated lessons.
2) Benchmark test students in October, December, and February to obtain learning gap data.
3) Use benchmark testing data to set up paraprofessional tutoring with students showing learning gaps.
4) Collect absentee data and set up parent / teacher conferences to discuss excessive absenteeism.
5) Integrate technology (Cool Math Games, Math Lab.com, Success Maker, and Khan Academy) into classroom activities to assist students experiencing learning gaps.
Action Research Proposal
Calendar Plan
Calendar Plan Brief
Action Research Proposal
Action Research Proposal - Frank BallThird-Grade Math Proficiency Calendar Plan
Tasks8-1 to 8-17
10-1 to 10-8
1-5 to 1-9
2-23 to 2-27
4-20 to 4-24
5-1 to 5-22
5-25 to 5-29
Pre-Planning - Meet with teachers & Staff X Oct Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X
December (mid-year) Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X February Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X End of Year Standards Testing X Data Analysis X Writing Results X Work Revisions X
Calendar Plan Extended
August 1- 17Preplanning with teachers and paraprofessionals. Conduct survey, collect data and conference about action research.
August 18 – 29Start of school, conduct student surveys, conduct classroom observations, initial benchmark testing, teacher/parapro meetings.
September 2 – October 20Integrate the use of technology (Cool Math Games, Khan Academy, Success Maker, and Math Lab.com) into classroom activities.
October 20 – 31First benchmark testing of all four third-grade classes.
November 3 – 7Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.
Allow parents access to Khan Academy and Success Maker at home for additional help.
November 10 – December 19Review teachers’ differentiated lesson plans, make adjustments as needed, collaborate with team, continue with integrated technology use.
Action Research Proposal
Calendar Plan Extended
January 5 – 9Mid-year Benchmark Testing in all four third-grade classes.
January 12 – 16Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.
January 19 – February 20Review teachers’ differentiated lesson plans, make adjustments as needed, collaborate with team, continue with integrated technology use.
February 23 – February 27Last Benchmark testing.
March 2 – 6Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.
March 9 – 13Review teachers’ differentiated lesson plans, make adjustments to fit end of year needs scheduled around standards test. Review practice standards test and adjust teaching strategies to meet the needs against benchmarks. Adjust technology use (Success Maker, Khan Academy, Cool Math Games, and Math Lab.com) around any learning gaps needed for standards testing.
Action Research Proposal
Calendar Plan Extended
March 16 – April 17Use classroom observations, ensure that differentiated lessons geared towards standards are utilized. Observe learning patterns of students using technology programs during stations activities.
April 20 – 24Year end state Milestones Testing.
May 1 -8Collect test results
May 11 – 22Collect all data and write comprehensive report on action plan.
May 25 – 29Using the collected data write any revisions to action plan that would be needed.
June 1 – 5Present findings and report to principal, superintendent, and school board.
Action Research Proposal
Expected Outcomes Measurement of Outcomes Analysis of Results Presentation of Results
Action Research Proposal
Expected Outcomes
Action Research Proposal
Expected Outcomes
A) Gain an enhanced understanding of the mechanics “teaching for mathematical proficiency”.
B) Research tools that will support teaching for robust mathematics learning.
C) Setting practical tools that can be used on a larger scale for benchmarking and improving teaching practices.
D) Increase the proficiency of third-grade students on end of year standards testing by five percent.
Measurement of Outcomes
Action Research Proposal
Measurement of OutcomesPre research survey of instructors and students.
(See surveys in problem documentation.)
Pre and post Benchmark testing to measure and evaluate math comprehension to standards.
(See appendices.)
Collection of attendance records.
Collection of differentiated lesson plans.
Classroom Observations and field notes.
Year end state Milestone Standards Testing.Image by: measuringgupblog.com
Analysis of Results
Action Research Proposal
Analysis of ResultsExamine and chart absences throughout the year.
Examine, chart and document the quarterly benchmark testing to review and alter action plan if necessary.
Examination of the data will include comparison of last years’ end of year standards testing to this years end of year standards testing by compiling class averages and also comparing the schools statewide ranking this year.
Document the results through the use of spreadsheets, graphs and charts.
Image by: appianinsight.com
Presentation of Results
Action Research Proposal
Image by: psychologytoday.com
Presentation of Results
Project results and associated documentation should be presented to the school principal and school board in the form of a written report.
Parents of participating students should be presented with the results using a PowerPoint or Prezi demonstration, including graphs and charts that show all significant results.
Teachers and colleagues should be given access to the same presented documentation and reports as the principal and school board to review.
Action Research Proposal
References
Action Research Proposal
Bambrick-Santoyo, Paul. (2003) A Case Study for Uncommon Schools: Born to Run; Newark, New Jersey: North Star Academy.
Cochran, Sheryl. (2014) Kansas City Center School District’s Boone Elementary was failing; Chandler, Arizona: Pearson Education Breakthrough Results.
Bandeira de Mello, Victor. (2011) Mapping State Proficiency Standards ONTO NAEP Scales; Washington, DC: U.S. Department of Education.
Chan-Turrou, Angela. (2012) Mathematical Proficiency and Perseverance in Action: The case of Maria and Andrew; Journal of Mathematics Education, Vol. 3, No. 2 (Fall – Winter).
Merola, Stacey (2011) High School Success Pilot Programs: Mathematics Coaches; Austin, TX; Texas Department of Education.
DiMarco, Silvia (2010) Mathematics in the middle; Shaping the proficiency footprint; Perth, Australia: James Cook University.
Staff Writer. (2014) Small Urban Ohio Charter School nearly doubles math and reading proficiency; Wheeling, WV: WTRF News.
Hendricks, C. (2009). Improving Schools through Action Research: A comprehensive guide for educators (2nd ed.). Upper Saddle River, NJ: Pearson
Peterson, Paul & Kaplan, Peter. (2013) Despite Common Core, States Still Lack Common Standards. Cambridge MA: Harvard Kennedy School - Program on Education Policy & Governance: Education Next, Fall 2013, Vol. 13, No. 4.
Barge, John D. Dr. (2013) Common Core Georgia Performance Standards – Third Grade. Atlanta, GA; Georgia Department of Education.
Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.
Mpjoweh, Jude (2014) Mixed Operations – Algebra – Fractions to Decimals 3 rd Grade Math 4 Children; www.math4children.com
Action Research Proposal
Appendix Glossary
Appendix A (Part 1 & 2)
October Benchmark
Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.
Appendix B
Mixed Operations October Benchmark
Mpjoweh, Jude (2014) Mixed Operations 3rd Grade Math 4 Children; www.math4children.com
Appendix C (Part 1 & 2)
Mid Year Benchmark
Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.
Action Research Proposal
Appendix Glossary
Appendix D
Mid Year Algebra Benchmark
Mpjoweh, Jude (2014) Algebra 3rd Grade Math 4 Children; www.math4children.com
Appendix E
Mid Year Fractions – Decimals Benchmark
Mpjoweh, Jude (2014) Fractions to Decimals 3rd Grade Math 4 Children; www.math4children.com
Appendix F (Part 1 & 2)
February Benchmark
Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.
Appendix G (Part 1, 2 & 3)
End of Year Benchmark
Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.
Action Research Proposal
Appendix A (Part 1)
Add.
1.
5 4
+ 2 8
2.
4 3
+ 2 6
3.
2 8
+ 5 4
4.
6 8
+ 2 1
Add.
5.
1 0 7
+ 2 1 6
6.
4 3 6
+ 4 8 2
7.
1 0 5
+ 5 1 6
Round to the nearest dollar.
8. $24.75
9. $32.34
10. $984.28
11. $4.50
12. $999.49
13. $4.89
14. $940.46
15. $26.43
16. $6.06
Action Research Proposal
Appendix A (Part 2)Write the place and the value of the underlined digit.
17. 451
18. 8,000
19. 85,099
20. 695,898
21. 9,550
22. 155,063
23. 42
24. 11
Do you need to regroup? Write the difference.
25. Subtract: 18 - 9
Do you need to regroup?
Yes No
What is the difference?
______
26. Subtract: 52 - 5
Do you need to regroup?
Yes No
What is the difference?
______
Fill in the missing number.
27. 1 + 60 + ______= 861
28. 30 + ______ + 900= 937
29. ______ + 90 + 600= 693
30. 9 + ______ + 80= 189
31. 6 + ______= 706
32. 500 + 8 + ______= 528
Order each group of numbers from largest to smallest.
33. 382, 262, 226 _____, _____, _____
34. 500, 638, 863 _____, _____, _____
35. 121, 272, 227 _____, _____, _____
Action Research Proposal
Appendix B
Action Research Proposal
Appendix C (Part 1)
Write the sum and then write the product.
1. 1 + 1 + 1 = ______ 1 x 3 = ______
2. 6 + 6 + 6 + 6 + 6 + 6 = ______ 6 x 6 = ______
3. 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = ______ 10 x 9 = ______
Multiply.
4. 3 x 3 = ____
5. 3 x 9 = ____
6. 3 x 1 = ____
Complete.
7. Price of BuyMe Stock
a. On which day(s) was the price at least $16?
b. Between which two days was there the greatest decrease in price?
c. On which day(s) was the price less than $19?
Action Research Proposal
Appendix C (Part 2)
Write the sum.
8.
22
35
+ 41
9.
36
16
+ 12
10.
20
41
+ 13
11.
26
44
+ 25
12.
43
35
+ 17
Count and then write the tens and ones.
13.
___ tens ___ ones
___ tens ___ ones
Divide.
14. 30 ÷ 5 = ___
15. 72 ÷ 9 = ___
16. 16 ÷ 4 = ___
17. 80 ÷ 8 = ___
18. 30 ÷ 6 = ___
19. 30 ÷ 10 = ___
20. 27 ÷ 3 = ___
21. 49 ÷ 7 = ___
22. 4 ÷ 2 = ___
23. 24 ÷ 4 = ___
24. 14 ÷ 7 = ___
25. 20 ÷ 2 = ___
26. 36 ÷ 9 = ___
27. 45 ÷ 5 = ___
28. 64 ÷ 8 = ___
29. 21 ÷ 3 = ___
Round to the place of the underlined digit.
30. 184,000
31. 52,003
32. 5,074,829
33. 5,908,239
34. 1,459,777
35. 210,984
36. 103,675,537
37. 4,247,283
38. 85,871
39. 87,707,275
40. 26,424,560
41. 5,036,926
Action Research Proposal
Appendix D
Action Research Proposal
Appendix E
Action Research Proposal
Appendix F (Part 1)
Write the sum or difference.
1.
85
+ 9
2.
88
- 9
3.
45
+ 7
4.
22
- 3
5.
50
- 9
Write the number.
6. 700 + 80 + 9 = ______
7. 400 + 60 = ______
8. 200 + 90 + 2 = ______
9. 100 + 10 + 4 = ______
10. 300 + 40 + 5 = ______
11. 500 + 1 = ______
Show each amount using the fewest number of coins.
12.
96
___ penny ___ nickels
___ dimes ___ quarters
13.
77
___ pennies ___ nickels
___ dimes ___ quarters
14.
52
___ pennies ___ nickels
___ dimes ___ quarters
15.
24
___ pennies ___ nickels
___ dimes ___ quarters
Complete.
16. 7
8
+ 1
8
=
17. 2
7
- 2
7
=
18. 6
9
- 1
9
=
19. 4
9
+ 5
9
=
20. 5
6
- 1
6
=
21. 3
5
+ 1
5
=
22. 2
4
+ 2
4
=
23. 1
3
- 1
3
=
Solve.
24.
Samuel spilled 59 drops of water on his pants and 23 drops of water on his shirt. How many drops did clumsy Samuel spill in all? _____ drops
5 9
+ 2 3
Action Research Proposal
Appendix F (Part 2)
Write the sum and then write the product.
25. 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = ______ 9 x 7 = ______
26. 9 + 9 + 9 + 9 = ______ 9 x 4 = ______
27. 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = ______ 9 x 9 = ______
Write the difference.
28.
970
- 70
29.
843
- 70
30.
109
- 48
31.
447
- 38
32.
574
- 15
Action Research Proposal
Appendix G (Part 1)
Compare and write >, <, or = in the .
1. 833
661
2. 204
176
3. 709
790
4. 618
203
5. 185
201
6. 554
691
7. 922
915
8. 452
447
9. 389
389
Compare. Write <, >, or =.
10. 50
100
_______ 0.5
11. 1
10
_______ 0.05
12. 0.7 _______
70
100
13. 0.9 _______
8
100
Fill in the missing digits.
14.
x 1
+ 1
1
15. 4
x 5
+ 2 3 5
3
Action Research Proposal
Appendix G (Part 2)
Solve.
16. There was a fire in the building down the street. It was so large that our city had to call in 6 fire trucks. Each truck had 9 firemen riding on it. How many firemen arrived to fight the fire?
17. Hunter works at the zoo. He fed the moose breakfast, put a loose duck back in the pond, and fed 7 tigers. He worked 5 hours. If he is paid 5 dollars per hour, how much money did he make?
Divide.
18. 8
6,269,315
19. 2
10,784
20. 4
867,123
21. 3
18,876
22. 9
789,859
23. 8
6,370,391
Action Research Proposal
Appendix G (Part 3)
Complete.
24. High Temperatures in October Stem Leaves
4 5 7 2 8 4 5 1 0 3 6 2 0 5 7 4 1 0 2
a. Is there an outlier? If there is, what is the outlier?
b. What was the highest temperature recorded?
c. What is the range of the data set?
Round to the nearest thousand or thousand dollars.
25. $3,068
26. $1,082
27. 1,820
28. 292,607
29. 328,256,225
30. 9,891,510
31. 1,586
32. 56,310,119
33. $4,376
34. $42,000,427
35. $464,348
36. 8,318,267
Action Research Proposal
Action Research Proposal
Third-Grade Math ProficiencyAction Research Proposal
ABC Elementary SchoolBy: Frank J. Ball Sr.
EDD 581: Action Research and EvaluationProfessor Terence Osner