My reflection of EDLD 5301 Research and response in the Final Week 5 discussion

In EDLD 5301, Research, I learned of the importance of on-going reflection in order to develop a deeper understanding of ones stances, pedagogies, policies, and leadership practices.  This in my opinion was the most valuable aspect that I walked away with.  A large part of this was reflection, took place from the comments and feedbacks from my site supervisor, colleagues, and fellow students in this course through the blogs, meetings, and discussions.  For example, in Week 4 my site supervisor helped me focus more on state requirements, and the use of the school comprehensive improvement plan, and connecting my research and data sources from Power School and the IS3 index data.

Secondly, my colleagues help me better understand and revise my benchmarks and assessment portion of my action-research plan.  I am so grateful for the feedback from colleagues in helping to develop and fine-tune my action-research plan, and will ultimately help shape and develop my attitudes, understandings, pedagogies, and future career.  Making me a more knowledgeable, seasoned, aware, attuned, and discerning person and future school leader. All in all, I learned the steps that serve as a guide in planning, implementing, analyzing data, evaluating and collaborating, and reflecting on my action-research as a researcher-practitioner.  

I want to learn more on developing strategies that help one better communicate results, and allow colleagues to be active participants in your action research.  I understand that the use of Edmodo, Google Apps or docs, and blogs can aid in this process.  I was interested in other tools and strategies to help aid in this process, while engaging and keeping teachers actively involved in the happenings and wonderings in a school.  I also understand PLC’s can serve as this, but I believe sometimes there is a communication breakdown b/w disciplines, and colleagues in these processes.  I think there has to be a better way to keep everyone involved, and engaged.  I plan on joining and creating PLC’s on-line of other leadership colleagues, keeping in communication with my followers on my blog on these wonderings, and working with my site-supervisor and his professional learning community and groups on-line, in order to inquire more about this area.

Thank you to everyone who commented on my blog and followed me on Google blogger.

Feel free to join if you have not already:

Here is the address:

http://mrparksactionresearch.blogspot.com

Cheers and I wish you all the best in your future endeavors!

Noah Parks

Revised Action Plan as of 5-5-13

Here is my revised action plan as of 5-5-13 (Week 5).
I also included my CARE Model planning tool 8.1 below it.
Please comment on my action plan;  any advice would be most appreciated.
(Scrolled down to fit it correctly on webpage.)

Identify Concerns that must change (look to the future) (Tool 8.1 CARE Model: Planning Tool)

1. Meeting our reading/math/science AYP on the Iowa Assessments

2. Decreasing the number of referrals and tardies, which can lead to detentions that are not served, and again a higher suspension rate.

3. Decreasing the rate of suspension and expulsions at L&M Jr./Sr. High School

Identify Affirmations that must be sustained (look to the present)

1. The implementation of PBIS, including: common area; classroom; bathroom; and lunchroom    

     expectations.

2. Positive feedback to students who are being respectful; acting responsibly; and influencing     others to do the same. This can manifest in many behaviors and ways in the school from: being on time every time to class, and in turning in assignments completed.  

3. Positive relations between students and parents and teachers.  These positive relations cab ne affirmed by: emails and postcards home expressing positive student behaviors, planned events and meetings that allow positive interactions with teachers, and supporting staff, rewards and honors for good behaviors; etc.

SMART Recommendations that must be implemented: (Specific, Measurable, Attainable, Relevant, Timely)

1. Have teachers produce career development plan, related to district goals in reaching AYP for math/reading/science/technology.  Have a pre-assessment developed for beginning of school year, and post-assessment at the end of the school year, for the next school year.

2. Continue to reinforce the expectations for common areas, lunchroom, bathrooms, and classrooms.

3. Brainstorm methods to deal with detentions not-served from 3 or more tardies in one week, to decrease the in-school suspension rate, which is included in the state suspension/expulsion data.  Implement methods.

4. Brainstorm and implement methods to increase parent/teacher/student involvement in school community for next school year.

EVALUATE – Specifically and Often: (Identify the best ways to evaluate the implemented recommendations.)

1. Have PLC’s monitor data from career professional data from Pre-assessments & Post-assessments, related to district and school goals.

2. Parent, teacher, student survey and school data from IS3 surveys and Power School.

3. Using data from IS3 surveys, produce more detail specific surveys from students, parents, teachers, that pin-point specific behaviors and events that are representative of the data from IS3 surveys, in order to correctly assess current status of implementation of PBIS, to evaluate correctly.

4. Group discussions by PBIS community and in PD community with faculty and staff.

   

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
To assess the implementation of the PBIS program in the Jr./Sr. High School To assess how the implementation of the PBIS program in the Jr./Sr. High School is related to the Iowa Assessment Scores	To gather data on how the current implementation of PBIS has affected: 1)     office referral rates 2)     tardy rates 3)     suspension/expulsion rates 4)     attendance rates Compare the PBIS data to the Iowa Assessment data from date of origin of PBIS	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 Attendance records reported on School Improvement Plan from 2009-Present school year Iowa Assessment data Comprehensive School Improvement Plan	Site supervisor High School Principal PBIS committee members Myself Curriculum Director	April 2013-May 2014	IS3 index data for safe and supportive schools in Iowa Student, Teacher, Parent survey data Iowa Assessment proficiency levels in regards to the Comprehensive School Improvement Plan and the  implementation of PBIS Student specific interviews based on responses in the IS3 index surveys Comprehensive