Action Research Update!!!

After meeting with the teachers and discussing my project, I was excited that they were all on board to improve science instruction for our students. They too feel that our students are not getting equitable science instruction and want to find ways to make it happen. We looked at the state TEKS, our current curriculum, current assessments, and assessment data as well as student IEPs, ESL modifications, GT extensions, and reading levels to identify strengths and weaknesses within our current instruction. I also surveyed 5^th grade students to find out what they liked about their science classes and what we could add to make it better. I then met with my principal to discuss the suggestions of the teachers and students. We were able to purchase materials needed to supplement and enrich our instruction, including science books that are on a variety of reading levels to add to our literacy library, additional lab equipment for hands-on investigations, and a subscription to BrainPop.com. Over the summer, I read articles about how to improve science instruction through questioning; inquiry based teaching, and effective ways to build science vocabulary and shared the strategies with teachers during summer professional development. The teachers felt a bit overwhelmed, so we decided to first focus on the strategies to improve our inquiry based teaching techniques and then work on the other strategies. I met with my principal again to review the plan we developed over the summer and she us the green light. Since school started, we have been using the strategies in class and meeting weekly at planning to get feedback and make necessary adjustments. The teachers have done an amazing job and are excited to see how these changes are impacting their students. Going forward, I will survey the students again at the end of the 1^st nine weeks, review assessment data thus far, and finalize my paper for submission.

Week 4 Reflection...

My principal and I meet briefly this week to review the comments and suggestions from my blog and make revisions to my plan. Last week we had decided to focus on one grade level and special education student only, but after reading my blog we decided it would be best to include ESL students and Gifted and Talented students in my research. My principal feels that by only focusing on 5th grade, we can provide instruction that will not only benefit our struggling students, but also provide extensions our Gifted students. The changes are indicated in RED. Next, we looked at different ways to survey students and teachers and decided to use an online survey. That way surveys can be completed and data compiled quickly. I will start working on the survey questions in the next few weeks. We also discussed the timeline for my project and she thinks the sooner I start, the better off I will be. She suggested making a list of literature about differentiated instruction and to go ahead and start reading. I will take this advice because time will fly by and I don’t want to get behind. She is very please with the rest of my plan and is excited to get it started. Jessica Gerlich’s Action Plan Goal: To ensure that 5th grade science instruction meets the educational needs of all students and their abilities. Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation 1. Meet with the science team and discuss concerns with the current science curriculum. J. Gerlich M. Merricks 5th grade Science Teachers Special Education Teachers Instructional Paraprofessionals March 2013 April 2013 Science Curriculum Benchmark Test Data Student IEPs and ESL Modification Profiles and GT lists Notes taken about areas of concerns. 2.Collect and analyze data to identify gaps in instruction using assessment data, classroom observations, teacher interviews and/or surveys, and student interviews and/or surveys. J. Gerlich M. Merricks 5th grade Science Teachers Special Education Teachers Instructional Paraprofessionals Targeted students groups from grades 2-5 March 2013 May 2013 Science Curriculum Assessment Data (district and state) Mega Monitoring Software Student IEPs and ESL Modification Profiles and GT lists Teacher/Student Interview questions and/or Surveys about Science Instruction Spreadsheets and notes that identify the concepts students are not mastering, classroom observation notes, and reflections from interviews and/or surveys. 3. Develop a deeper understanding of current research and methods of differentiating instruction to meet the needs of all students. J. Gerlich M. Merricks Special Education Teachers Instructional Paraprofessionals 5th grade Science Teachers March 2013 May 2014 Literature about differentiating instruction Interviews with Special Education Teachers Professional Development about Differentiated Instruction Reflections and ideas from literature, answers from interviews, and professional development classes. Lead a book study about Differentiated Instruction. 4. Engage in self-reflection throughout the project using blogs and journals. J. Gerlich March 2013 May 2014 Google site and blog Reflection Journal Entries on Google blog and journal. 5. Meet with science team to incorporate strategies into lessons. J. Gerlich 5th grade Science Teachers Special Education Teachers May 2013 May 2014 Science Curriculum Guides Notes collected from research about differentiated instruction Lessons with incorporated strategies. 6. Explore programmatic patterns in implemented strategies using assessment data, classroom observations, teacher interviews and/or surveys, and student interviews and/or surveys. J. Gerlich M. Merricks 5th grade Science Teachers Special Education Teachers Instructional Paraprofessionals Targeted students groups from grades 2-5 September 2013 May 2014 Science Curriculum Assessment Data (district and state) Mega Monitoring Software Student IEPs and ESL Modification Profiles and GT lists Teacher/Student Interview questions and/or Surveys about Science Instruction Lesson plans, spreadsheets and notes about assessment data, classroom observation notes, and reflections from interviews and/or surveys. 7. Determine direction by meeting weekly with science team to discuss lessons and student achievement. J. Gerlich M. Merricks Special Education Teachers 5th grade Science Teachers September 2013 May 2014 Science Curriculum Assessment Data (district and state) Student IEPs and ESL Modification Profiles and GT lists Lesson plans written in meetings. 8. Take action for school improvement by meeting with science team and site supervisor to discuss implemented strategies and student achievement. J. Gerlich M. Merricks Special Education Teachers Instructional Paraprofessionals 5th grade Science Teachers March 2014 May 2014 Science Curriculum Assessment Data (district and state) Student IEPs and ESL Modification Profiles and GT lists Notes and reflections from meeting. 9. Sustain improvement by frequent evaluation of lesson plans, assessment data, classroom observations, and teacher/student interviews and/or surveys. J. Gerlich M. Merricks 5th grade Science Teachers Special Education Teachers Instructional Paraprofessionals Targeted students groups from grades 2-5 Ongoing Science Curriculum Assessment Data (district and state) Mega Monitoring Software Student IEPs and ESL Modification Profiles and GT lists Teacher/Student Interview questions and/or Surveys about Science Instruction Lesson plans, spreadsheets and notes about assessment data, classroom observation notes, and reflections from interviews and/or surveys.

Action Research Draft!!!

Here goes nothing...I think this is right. I would like to say "Thank You" to everyone who has shared their work because I could not have completed this without you. Please read over my plan and let me know what you think...I have a few questions for you too :)
1. Should I include grades 2-5 or just focus on 4 and 5?
2. Should I include special education and ESL students or focus on one?

I look forward to getting your feedback for improving my plan...thank you again :)

Jessica Gerlich’s Action Plan
Goal: To ensure that science instruction meets the educational needs of all students and their abilities.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Meet with the science team and discuss concerns with the current science curriculum.	J. Gerlich M. Merricks Science Teachers grades 2-5	March 2013 April 2013	Science Curriculum Guides Benchmark Test Data Student IEPs ESL Modification Profiles	Notes taken about areas of concerns.
2.Collect and analyze data to identify gaps in instruction using assessment data, classroom observations, teacher interviews and/or surveys, and student interviews and/or surveys.	J. Gerlich M. Merricks Science Teachers grades 2-5 Targeted students groups from grades 2-5	March 2013 May 2013	Science Curriculum Guides Assessment Data (district and state) Mega Monitoring Software Student IEPs ESL Modification Profiles Teacher/Student Interview questions and/or Surveys about Science Instruction	Spreadsheets and notes that identify the concepts students are not mastering, classroom observation notes, and reflections from interviews and/or surveys.
3. Develop a deeper understanding of current research and methods of differentiating instruction to meet the needs of all students.	J. Gerlich M. Merricks T. Blair Science Teachers grades 2-5	March 2013 May 2014	Literature about differentiating instruction Interviews with Special Education Teachers Professional Development about Differentiated Instruction	Reflections and ideas from literature, answers from interviews, and professional development classes.
4. Engage in self-reflection throughout the project using blogs and journals.	J. Gerlich	March 2013 May 2014	Google site and blog Reflection Journal	Entries on Google blog and journal.
5. Meet with science team to incorporate strategies into lessons.	J. Gerlich Science Teachers grades 2-5	May 2013 May 2014	Science Curriculum Guides Notes collected from research about differentiated instruction	Lessons with incorporated strategies.
6. Explore programmatic patterns in implemented strategies using assessment data, classroom observations, teacher interviews and/or surveys, and student interviews and/or surveys.	J. Gerlich M. Merricks Science Teachers grades 2-5 Targeted students groups from grades 2-5	September 2013 May 2014	Science Curriculum Guides Assessment Data (district and state) Mega Monitoring Software Student IEPs ESL Modification Profiles Teacher/Student Interview questions and/or Surveys about Science Instruction	Lesson plans, spreadsheets and notes about assessment data, classroom observation notes, and reflections from interviews and/or surveys.
7. Determine direction by meeting weekly with science team to discuss lessons and student achievement.	J. Gerlich M. Merricks Science Teachers grades 2-5	September 2013 May 2014	Science Curriculum Guides Assessment Data (district and state) Student IEPs ESL Modification Profiles	Lesson plans written in meetings.
8. Take action for school improvement by meeting with science team and site supervisor to discuss implemented strategies and student achievement.	J. Gerlich M. Merricks Science Teachers grades 2-5	March 2014 May 2014	Science Curriculum Guides Assessment Data (district and state) Student IEPs ESL Modification Profiles	Notes and reflections from meeting.
9. Sustain improvement by frequent evaluation of lesson plans, assessment data, classroom observations, and teacher/student interviews and/or surveys.	J. Gerlich M. Merricks Science Teachers grades 2-5 Targeted students groups from grades 2-5	Ongoing	Science Curriculum Guides Assessment Data (district and state) Mega Monitoring Software Student IEPs ESL Modification Profiles Teacher/Student Interview questions and/or Surveys about Science Instruction	Lesson plans, spreadsheets and notes about assessment data, classroom observation notes, and reflections from interviews and/or surveys.

Week 2 Reflection

I enjoyed the reading this week. I think I have a better understanding of what action research is but still have lots of questions (hope I am not the only one). I am super nervous that I will get half way through this and realize that this topic will not work but hope that with this blog and the Facebook support it will all work out.

Please read over my idea:

 The purpose of my action research study is to find ways to provide all students with science instruction that is on their ability level and will help them be successful on benchmarks and state tests. Students that are in a resource setting for math and/or reading are performing multiple grade levels below their current grade. Students are back in an on-level classroom for science and writing with little support and teachers are responsible for modifying the curriculum to meet their IEPs. I would like to give teachers on my campus that are responsible for these students some guidance and tools for ensuring their instruction is meeting the needs of all students. I think this research will not only improve student achievement in science, it will also help empower teachers to make decisions about science instruction for their students

Please let me know your thoughts and ideas for improvement.

How Educational Leaders Might Use Blogs

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Blogs can be a powerful resource for improving many aspects of leadership. The use of blogs allows educational leaders to journal thoughts and ideas, monitor progress, and get feedback from a variety of colleagues. Having access to so many different points of view and experience levels can improve ideas, help avoid mistakes, and increase the knowledge in many areas of leadership and research.