Action Research Plan--Thinking Through Math

Goal:  How will incorporating the online program, Thinking Through Math, on a weekly basis increase student achievement? Will six week tests, Common Formative Assessments, previously known as benchmarks, and STAAR scores show an increase for the students who are participating in the program, when compared to the students who are not participating in the program?

Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
My 5th grade students will complete a pre-test on Thinking Through Math	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	November 12, 2012- November 23, 2012	Computer Lab & Internet access	Analyze completed testing data for each of the students
Analyze all testing data- Six weeks, Common Formative Assessments (benchmarks) and Thinking Through Math	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	December  10, 2012- January 11, 2013	Six weeks analysis report, CFA report, Thinking Through Math pre-test student report and Excel	After carefully analyzing of compiled data, we will re-group students from present grouping for more effective small group instruction; pull out tutoring, and after school tutoring programs.
Students will be taken to the technology lab twice a week for 40 minute session to complete Thinking Through Math. Continually analyzing data reports from the program to better provide authentic lessons & hands on activities to meet the individual needs of students	Mary Lou Stout	January 3, 2013— May 2013	Computer Lab, internet access, Thinking Through Math student  data reports and math resources	Reviewing student data reports for Thinking Through Math
Parent Meeting— I will communicate to parents their key role in their child’s success. I will ask them to actively monitor their child on Thinking Through Math, once a week for 45 minutes.	Mary Lou Stout	January 16, 2013	Computer Lab & internet access	Weekly monitor of student data report to view students accessing online program.
Analyze 2nd six weeks assessment & C.F.A	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	March 5, 2013	Six weeks analysis report, C.F.A & Thinking Through Math student progress reports & Excel	Analyze all data; regroup student learning groups (if needed): small group instruction, pull out tutoring, and after school tutoring programs.
Analyze data: 1st administration of Math STAAR, Thinking Through Math & all C.F.A’s	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	May 2013	Math STAAR data, Thinking Through Math yearly progress data & All C.F.A.	Reviews STAAR, Thinking Through Math & C.F.A.’s data—compare to determine areas of growth & weakness. Use data to continue to provide additional interventions for students who did not meet yearly requirements & will be re-testing for STAAR on May 14, 2013. ***All data will be compared to the other two classes who chose not to incorporate Thinking Through Math and are utilizing other resources.

Researching: Utilizing Thinking Through Math and test scores

I have several ideas to research but think I have narrowed it down to either: The effectiveness of utilizing Thinking Through Math and test scores (STAAR) or The effectiveness of grade level lesson plans and test scores. I am still not sure which topic would provide me with more data. I teach and plan math and this year we started a new computer program called Thinking Through Math. This program provides a pretest and then generates individualized lessons depending on the pretest. I have last years scores and grades on specific skills and want to compare by skill to see if the grades and end of year scores go up or down.

Please Advise

Mary Lou's Journey

EDLD 5301

Action Research

I have learned that action research is what we already do as educators, but maybe didn't recognize the process. We are always asking ourselves questions about problems that need addressing. Working collaboratively with our colleagues and brainstorming areas of need in our school, is critical. Once we have a problem in place, we must discuss and decipher through all our ideas: all ideas are considered from the most novice teacher to the one with the most experience. The hands-on or experimenting is next, followed by the analyzing of data, sometimes this is done in a short time or at times can be lengthy, in order to conclude if a solution was derived. Once we have a solution that has solved our problem it is immediately implemented, if not back for more collaboration and or refinement of original investigation.

For me, the best aspect of action research and the reason I have always and will continue to take part in this type of research is that it provides opportunities to work collaboratively with all levels of experience. I believe that we all have areas of expertise or areas of higher levels of experience and by bringing that to the table, we can all continue to learn from each other. We are lifelong learners and for this reason, I have several areas of interest for future action research: the effectiveness of homework and collaborative learning groups. I am eager to begin working with my colleagues with these two areas of personal interest. As an educator, I depend on not only my experiences but value those of my peers.

 Blogs

As educational leaders there are various ways we may incorporate blogs: within our schools, as subject specific within our district, and by grade level. I think it would be highly beneficial to me and other teachers if my campus had a campus blog: where we could post ideas, great internet sites, and upcoming thematic units. Also, as an educator who teachers 5^th grade and most specifically math, when I begin to develop my lesson plans, it would be great to have a place for me to post and read content specific ideas. There are times I am searching for strategies on how to best teach a given skill and if I had a place where to look first, that would provide me and my colleagues with a great resource. This idea would also work for grade level ideas, we are always learning: we are all lifelong learners.