**School Improvement Study – Plan of Action**

**Goals and objectives/outcomes of the research investigation:**

The research will effectively:

- Based on data determine if the TransMath Ninth grade intervention program/classes are effective in increasing student achievement scores for those students participating.
- Ensure that the intervention program curriculum supports the curriculum of the Ninth grade core Mathematics classes, specifically Algebra 1.
- Ensure that the TransMath curriculum is aligned to the Ninth grade student expectations of the state of Texas, (Teks).
- Provide insight and data that can be used to change and improve the TransMath intervention program to effectively increase student achievement scores on state assessments in the area of Ninth grade Mathematics.
- Provide insight to the effectiveness of the Understand, Plan, Solve, Check for Reasonableness (UPS Check) in regard to student achievement in Mathematics.

**Activities designed to achieve the objectives:**

- Analyze 2010 student achievement scores in Mathematics of students enrolled in the TransMath intervention classes.
- Analyze 2010 student achievement scores in Mathematics of students who are not enrolled in the TransMath intervention classes.
- Comparison of Algebra 1 curriculum to the TransMath curriculum. The Intervention program must align with the curriculum sequence of the Ninth grade core Mathematics class.
- Collaborate with Algebra 1 teachers to adjust curriculum sequence in a manner to addresses all student expectations of the state of Texas in Mathematics for Ninth grade students.
- Analyze Mathematics benchmark data, by objective, of students enrolled in the TransMath intervention classes, and benchmark data of the Ninth grade students who are not enrolled in the intervention classes.
- Gather data to determine the effectiveness or rather if the proposed model assists in increasing student achievement scores, using the Understand, Plan, Solve, Check for Reasonableness (UPS Check) Mathematics problem solving model that will be implemented daily through the TransMath intervention classes.
- Comparison of 2011 student achievement on the state assessment relevant to Ninth grade Mathematics, to 2010 student achievement data to determine progress or any improvement made.
- Comparison of individual 2011 state assessment scores of students enrolled in the intervention classes to their 2009 and 2010 scores to determine any improvement.

**Resources and research tools needed for data gathering:**

- Consistent benchmark data throughout the 2010-2011 school year specific to Ninth grade Mathematics.
- State assessment results in the area of Mathematics for the 2008-2009 and 2009-2010 school years for Ninth grade students enrolled in the intervention classes, and separate from Ninth grade students whom are not enrolled in the intervention classes.
- Ninth grade TAKS results specific to Estacado H.S. in the area of Mathematics for the 2008, 2009 and 2010 school years; this should include data by objective, overall student percent passing and student group percent passing.
- UPS Check problem solving model techniques and/or practices for implementation.
- Collaboration with administrators, including the principal and at least one assistant principal to gain insight in regards to the intervention classes and improvements needed.
- Data from Algebra 1 teachers regarding student mastery of objectives of students who are not enrolled in the TransMath Intervention classes.

**Draft timeline for completion or implementation of activities:**

- Analyze 2010 student achievement scores in Mathematics of students enrolled in the TransMath intervention classes –
**September, 2010**. - Comparison of Algebra 1 curriculum sequence to TransMath intervention curriculum sequence every six weeks; make adjustments based on the data comparison
**every six weeks**. - Collaborate with Algebra 1 teachers to adjust the curriculum of the TransMath classes to address the same student expectations
**weekly**. - Specific Mathematic objective benchmarks to gather level of student mastery in each objective every
**three weeks**. - Administer Benchmark addressing specifically Ninth grade Teks covered in the intervention class every six weeks, and analyze the data by objective
**each six weeks**. - Implement UPS Check problem solving model through the intervention classes
**daily**. - Comparison of 2011 student achievement on the state assessment relevant to Ninth grade Mathematics, to 2010 student achievement data to determine progress or any improvement made –
**May, 2011**. - Comparison of individual 2011 state assessment scores of students enrolled in the intervention classes to their 2009 and 2010 scores to determine any improvement –
**May, 2011**.

**Persons responsible for implementation of the action research plan:**

- TransMath Intervention teacher (Myself)
- Mathematics Department (Algebra 1 teachers)
- Principal (will oversee and monitor progress of action research study)

**Process for monitoring the achievement of goals and objectives:**

- Benchmark data will be used to determine if students enrolled in the intervention classes are improving towards individual mastery of each Mathematics objective.
- Specific objective tests in the area of Mathematics will be used every three weeks.
- Constant collaboration with the administration and Algebra 1 teachers will be used to make changes regarding the curriculum of the TransMath intervention classes.
- Student grades and student achievement on local assessments will be used to monitor improvement.
- A questionnaire regarding the Algebra 1 teachers’ satisfaction with the TransMath intervention classes, as well as comments and ideas to improve the intervention classes to support the Algebra 1 curriculum will be sought.

**Assessment instrument(s) to evaluate the effectiveness of the action research study**:

- Survey Algebra 1 teachers regarding the improvement of students in the intervention classes and their improvement, if any, towards mastery of objectives.
- Provide questionnaire to Algebra 1 teachers to gather suggestions, comments and ideas as how the TransMath intervention classes can better assist students to be successful in their classrooms.
- Data analysis of 2009 and 2010 state assessment scores specific to Ninth grade Mathematics and compared to 2011 scores to determine any improvement.
- Data analysis of 2011 state assessment scores of students enrolled in the intervention classes and those students’ individual scores in 2009 and 2010 to determine any improvement.

Wow, What a very thorough plan!

ReplyDeleteMy only question or problem with your research plan is... Your plan calls for you to compare test and achievement data between Algebra I and TransMath students which is great. My question is how/why are the students placed in the two programs? When your are comparing data,I think it is important to "compare apples to apples". If one group is considered "high" or "low" compared to the other group, then your data may be skewed. Maybe a better way to compare the results is to look at percent improvement. If one group (hopefully the lower performance group) improves greatly from one test administration to another then that could be a great source of data confirming that program's effectiveness or maybe would show a "weakness" of the other program. Just a thought.

Mike Waters

Lamar University Gradaute Student

Academic Partnership - Educational Leadership