Action Research Project

SCHOOL VISION:

District Goals as stated in the Comprehensive School Improvement Plan: II. What will we do to meet student-learning needs? District Long-Range Goals: 5. All students will experience a safe and productive learning environment Evaluation:  We will also compile data and analyze it, based on the goals of the PBIS committee and compare the data to the goals those goals.  We will work collaboratively to revise the action plan and reset goals, to meet the needs of students, and develop strategies in order to decrease the number of disciplinary actions and tardies.  The other goals linked to student achievement will also play a role in newly revised activities towards the successful implementation of PBIS, while increasing students’ achievement and overall sense of community at our school. My site supervisor and I will collaborate by meeting and conferring about data and results and interpretation of the data for the school.    This might be done by blog as well. Then, we will produce new wonderings from results and try to draw conclusions and answers that will target data-driven decisions that will most likely be implemented and will help us gather more data about current implementation of PBIS and most likely will lead into further discussions, about current intervention programs as well, such as At-Risk.  As far as, sharing my findings, the details about that process can be found in Part 4 below. Sharing results:  In order to share my findings for my action research project, I will make sure to include the four critical tasks outlined by (Dana, 2009): 1)    Providing background information 2)    Sharing the designing of the inquiry (Procedures, Data Collection, and Data Analysis) 3)    Stating the learning and supporting statements with data 4)    Providing concluding thoughts This will most likely be done in the beginning in by writing a report and sharing it with my site supervisor, who will then analyze it, and develop new wonderings related to the current implementation of PBIS, then if significant findings are found, we will develop other plans of inquiry and gather more data and analyze it, to try to reach concluding ideas and thoughts about the implementation of PBIS at its success and needs for revision.  If significant findings are found then these will be communicated to the PBIS committee and through collaboration we will develop revisions and plans for revision in order to remodel our implementation strategies to best meet the needs of the school and its constituents.  If new implementation is needed, I might use a Power Point presentation of some kind to share our findings, and implement the revisions during a staff development. GOAL:

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT
To assess the implementation of the PBIS program in the Jr./Sr. High School To assess how the the implementation of PBIS has affected Iowa Assessment Data for the Jr./Sr. High School To assess how the implementation of PBIS has affected tardy, referral, and suspension/expulsion rates for students.	To gather data on how the current implementation of PBIS has affected: 1. office referral rates 2. tardy rates 3.  suspension/expulsion rates 4. Iowa Assessment Scores After assessing this data, with the help of the site supervisor and PBIS team, we will find ways to revise our implementation of PBIS and develop methods that are data driven to try to produce new wonderings and conclusions.	Data from Power School for: # of office referrals issued since 2009-10 school year-Present # of tardies issued,  since 2009-10 school year-Present Suspension and expulsion data from the IS3 index Student, teacher, parent, administrator survey data Iowa Assessment Data from 2009-Present school year	Site supervisor: High School Principal PBIS committee members Myself Curriculum Director	April 2013- May 2014	State of Iowa Educational Leadership Standards and Criteria: Standard #2 An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning) Standard #3  An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management)