Action Planning Template | ||||
Goal: to increase academy retention rate between 9th grade and 10th grade | ||||
Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
Evaluate selection rubric and redesign it so that is less focused on Texas standardized scores | Myself | Oct. 2012-Jan 6 2013
| Academy Advisory council and all Academy ELA teachers, student test scores, student achievement data in the form of class grades, access to D2SC/PCG data, other district academy coordinators | To test newly developed rubrics, students who are known to be successful, average, and unsuccessful will be evaluated on it to see if it produces desired results |
Gather and analyze data on success of mentor/mentee program in providing students with a sense of community (current 9th graders) | Classroom teachers to implement the survey | Dec. 2012
| Satisfaction survey, 10 minutes of classroom time, Perhaps a computer lab to make the survey digital so it is easier to compile data | Student survey data—measure trends and feedback |
Gather and analyze data on perceived improvements of mentor/mentee program in providing students with a sense of community (current 10th graders) | Classroom teachers to implement the survey | Dec. 2012
| Satisfaction survey, 10 minutes of classroom time, Perhaps a computer lab to make the survey digital so it is easier to compile data | Student survey data—measure trends and feedback |
Student and Parent Exit Interviews | Myself, Academy counselor, or academy administrator | Oct. 2012-June 20, 2013 | Academy satisfaction survey, 10 minute interview time, collaboration with the registrar for check-out purposes | Compile data and look for similarities between groups and reasons that are within my control to influence and change |
Student and Parent Exit Interviews of students who have already left | Myself, Academy counselor, or academy administrator Current HS counselor or language teacher | Oct. 2012-Feb. 2013 | Academy satisfaction survey, 10 minute phone interview time, collaboration with the current campuses | Compile data and look for similarities between groups and reasons that are within my control to influence and change |
Evaluate student academic success in required honors classes of ELA and SS in the 9th and 10th grade | Classroom teachers and myself | Oct. 2012-June 2013 | Access to gradebooks and EOC scores, teacher feedback form on students and skill levels | See if standardized test scores are indicative of student grade in class. Find common skill level deficiencies and decide they are a factor in students leaving the academy |
Active Academy Research—study programs in place at other academies nationwide to see their results | Myself | Dec. 2012-July 2013 | List of similar academies, contacts for each, way to map data | Compile list of programs used and measure success of each academy. Compare student populations and funding |
Compile data on students entering for 2013-2014 school year | Myself, registrar | Aug. 2013 | Student registration list | See if the % of students has increased |
Present findings to the Academy Advisory committee, the district coordinator, the board if necessary | Myself | Aug. 2013 | Academy meetings, board meetings | |
Sunday, October 28, 2012
Action Research Plan
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I am a little confused about your goal. Is your goal is to retention of students between 9th and 10th grade who do not pass? Your second action step is repeated on your blog. For “Student and Parent Exit Interviews of students who have already left” do you mean you are going to interview student who graduated last year (how are you going to find them to interview) or are you going to interview students who will be gradating this year (maybe interview them a week before graduation)?
ReplyDeletePaola,
ReplyDeleteThank you for your comment! It lead me to realize that I need to add some clarification about my plan. The Academy is an optional program to which students apply and are selected. They follow a more rigorous curriculum requirement than your average student would. In addition, they have several extra-curricular commitments that they must fulfill. We are only allowed to select 100 students per generation, so careful selection and retention is a must. Students must maintain an academic standard of 75 in core cores (ELA and SS are honors level) and an 80 in their foreign language course. Academy retention will deal with those who are academically successful and the peer support/inclusion. I want to ensure that I select students who are academically capable. I also need to ensure that I am providing students with peer support as most are coming from across the district and will not know anyone in the new school. Students leave for various reasons: removed due to falling below the 75/80 standard, miss their friends, can meet standard but feel it is too much work/stress, cannot complete the extra-curricular activities, etc. The goal is to increase retention between 9th and 10th grade (the greatest time of attrition) by examining the various reasons for students leaving and find better ways to meet their needs.
The student/parent exit interviews are for those who leave from here on out (voluntarily or removals) to find out what needs were not being met. Students from the class of 2015 or 2016 who left prior to the start of this project (voluntarily or removed) will be contacted and asked to participate as well for more data. Most have stayed within the district and will be easy to find. Students in the classes of 2012, 2013, and 2014 will not be considered in the study because their academy requirements differ from the current.
Also, the second and third action step differ only in one is geared towards the class of 2015 (current mentors who were mentees last year and have seen the program evolution) and the other towards the class of 2016 (current mentees). I separated them to remember to vary the surveys slightly since 2015 has seen the growth of the program first hand.
Does this help clarify?