AR Project Summary

Due to this being a new start of the school year, I am still evaluating my students, in terms of struggling students. It actually appears that I have a strong bunch of kids. I am actually considering changing my action research plan, which is TBA. I do have some strong, intelligent, and dedicated pre-ap students that I feel will be great peer-tutors, when the time is necessary. I still would like to obtain 5 willing Pre-AP students to help me with my action research. By the end of the six weeks I will put out flyers and setup interviews for those that are willing to be peer tutors, to struggling students. Because of this class, I can see the type of community partnerships that can be formed with parents and me. Getting parents involved on both sides (peer tutors and struggling students) can quite close the gap of student achievement. The involvement of parents can carry over to the household, in which parents can quite possibly help their child be successful in the class room and at home. I still plan on having my pre-ap students and a struggling students be partnered up and be a mentor and quite possibly a friend.  

When it comes to struggling students, I am not looking for any specific student; I may possibly give an open invitation to all my students in all my classes that would like the extra help. Of course they may require more volunteers from my pre-ap students, therefore, I know I am going to have to provide some extra incentives form the peer tutors.

Peer Tutoring for Othello

LET THE RESEARCH BEGIN

I have found my diamonds in a ruff. I have obtained 5 willing Pre-AP students to help me with my action research. Surprisingly, these individuals are labeled as Gifted and Talented (GT Students). Their parents are on board as well, by allowing their child to participate. I went through a two week interview process and I had approximately 13 students that wanted to be apart of this research.

I have also come across 5 struggling students that have trouble with writing and expressing themselves in a classroom environment. These are not troubled kids they all actually have accommodations and or modifications. All but one parent is extremely hard to work with, but I have suggested to the parent that this research is only going to benefit their child.

We will have a mixer coming soon, either in my classroom or in the school theater. Since their is 32 days left of school, 7 weeks going on 6 and 5 Mondays left, I want the peer tutor to focus on helping them with analyzing a literary piece, expository piece and a poem. I will provide the assignments for them. In class we are going to begin Othello. Both the peer tutor and struggling student will get notes on William Shakespeare and Othello.

Week 5 5301 Assignment Part 2 – Final Reflections

                           Assignment, Part 2 – Final Reflections
The work I have completed on my action research for this class has been very useful and informative. I enjoyed the interviews that were given by Dr. Artebury and Dr.Jenkins,. These interviews were also useful throughout the course. I especially enjoyed Dr. Johnny Briseno, Principal, Rancho Isabella Elementary. “We do not make a decision without data first” (Briseno, Video Interview). What I found interesting is, Briseno mentioned his thoughts about data in reference to that numbers do not tell the whole story about a student’s success or failure; they also want to focus on qualitative side of why a student may not be as successful as his or her peers. There can be physical, mental, emotional issues of the student, which causes him/her to lose focus. As I work on my action research, I feel that the data I gather will be carefully analyzed and evaluated leading to changes and good results, “action research is intended to bring about change of some kind Action research, according to Dana, There will be a change in how professional development is done in our district” (Dana, 2009). I feel what I am trying to achieve within our school will create a better atmosphere amongst students and teachers, thus incorporating the vision and mission of Judson ISD in the student’s academic learning.

In Examining What We Do to Improve Our Schools a great analogy was used, in which I shared this with my site supervisor. “A principal's quest to get healthy, action research must involve the steps a physician takes to diagnose and ultimately help a patient to health, namely, a systematic approach to improvement (teacher retention) based on the process of inquiry and use of diagnostic data from multiple sources” (Harris, et.al., 2010). As I am getting more involved and a development of my research, I am realizing I am going to have to take a pro-active role and determine the most achievable way to help these students reach academic success.

The biggest resource tool in this program is the discussion board. I absolutely love this feature. The feedbacks I have received from my peers have been very useful. The discussion board is a prime example of what my action research is regarding. The fact peers are learning from each other to gain an insightful thought or help about a particular issue. My peers have pointed out areas that I did not consider, like what if students do not get along with their tutors and other suggestions. I have noted all suggestions and have shared them in my blog. I also feel that I have given positive feedback to my peers as they work on their action research. 

Assignments have been interesting and a little challenging.  If you do not read then of course you are bound no t to succeed, but I feel that they have helped me focus on the task at hand.  The readings have helped guide and shape my way of thinking like an administrator. Because of the new found knowledge I have gained, I believe my action research will be exciting and eventful, and I will enjoy completing my action research. My department head, supervisor and principal appear to be excited about seeing my research as it develops. I now need support from the students, and teachers to help make this a successful research

Dana, Nancy Fichtman (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

Week 4 5301 Revised Action Research Plan Template

Christopher Judge                              EDLD 5301: Research                      EA 1246

                         PIP (PROFESSIONAL IMPROVEMENT PROJECT)
                                                
                                                  PLAN OF ACTION

ACTION RESEARCH: THE EVALUATION OF PEER TUTORING: Improvements, Motivation, and Consequences for Student Tutorials

My research wondering: How can I monitor the effects of peer tutoring for my struggling students and the motivation they receive that comes with their success and improvements from peer tutoring/mentors?

District Vision:  “Judson Independent School District is Producing Excellence”
School Vision: Excellence is not a skill it’s an attitude

Action Planning Template
Goal: Encourage struggling students to attend tutoring and receive assistance. Evaluate the needs of struggling students. Communicate with and involve all parties (parents, students, teachers) of struggling student progress. Make student attentive or awareness of peer tutoring assistance. Teacher observation of identifying struggling students and providing immediate help.
Action Step(s)	Responsible Person	Timeline Start/End	Needed Resources	Evaluation
Introduce Action Research to site supervisor	Daniel Brooks (Assistant Principal)	March 8-9, 2012	Student Volunteers Volunteers may be past students Computer with Internet access	Survey
Obtain signed commitment sheet from parents and student volunteers	Christopher Judge	March 8-9, 2012 April 2, 2012	Parent/Guardian telephone numbers NEW Parent slip with invitation to attend discussion.	Parent Permission slips Students Permission slips
Parent student invitation and discuss what is expected in the study. Ice Breakers to get to know each other	Christopher Judge	April 2, 2012	School Theater    or Classroom B228 Students/Volunteers	Ice Breakers with group Food/Snacks
Setup individual Meetings with Pre-AP students and struggling students. (once every two weeks)	Christopher Judge	April 4, 2012	Classroom B228 Students/Volunteers Excel Spread Sheet	Record struggling students class average
Struggling students will make their final decisions on choosing the peer tutor/ mentor.	Christopher Judge Daniel Brooks (Assistant Principal)	April 6, 2012	Classroom B228 Students/Volunteers Excel Spread Sheet
Professional Development (Inform English Department of the Action Research) Present results thus far	Christopher Judge Department Head (Chanell Rodgers)	Each Department meeting	Classroom B220 English Department Teachers	Present some results from the first two weeks from the peer tutoring. Encourage Teacher motivation for students to attend tutoring. Partner some of their struggling students up with stronger students.
Peer Tutoring official research start.	Christopher Judge Pre-AP Students/Struggling Students	3hours/Week April 9, 2012 – May-2012 September 2012-December-2012	Classroom B228 or Library Or other supervised Classroom Teacher Access Center (TAC)	Monitor all graded assignments. NOTES/QUIZES/PARTICIPATION/ TEST/HOMEWORK ASSIGNMENTS Progress reports to parents and struggling students
Tutorial visits	Site Supervisor  Daniel Brooks (Assistant Principal)	Once every two weeks Mornings and Afterschool ( will send a reminder two days before)	Classroom B228 or Library	Supervisor will give me his thoughts and concerns. Present grade results to supervisor.
Continued Peer Tutoring	Christopher Judge Pre-AP Students/Struggling Students	3hours/Week Various Date September 2012-December-2012	Classroom B228 or Library Or other supervised Classroom Teacher Access Center (TAC)	Monitor all graded assignments. NOTES/QUIZES/PARTICIPATION/ TEST/HOMEWORK ASSIGNMENTS Progress reports to parents and struggling students
Meeting between Intern and Supervisor, at least 1 day per week.	Christopher Judge Site Supervisor  Daniel Brooks (Assistant Principal)	Once per week Various Date September 2012-December-2012	OFFICE of Site Supervisor  Daniel Brooks (Assistant Principal)	Discuss Progress of LAMAR program and Action Research Project
Complete Course Embedded Internship Summary Report	Christopher Judge	March 30, 2012	Various	Reflection on Course EDLD 5301
Complete reflective journals	Christopher Judge Site Supervisor  Daniel Brooks (Assistant Principal)	Various
Evaluate action research program	Christopher Judge	April 9, 2012 – May-2012		Survey Grading system Peer evaluations

Week 3 5301 Assignment: Action Research Plan Draft

Week 3 Assignment: Action Research Plan Draft

EDLD 5301: Research                                                                                              ETA 1246

PIP (PROFESSIONAL IMPROVEMENT PROJECT)

PLAN OF ACTION

ACTION RESEARCH: THE EVALUATION OF STRUGGLING STUDNETS WHEN PEER TUTORING IS INTRODUCED

District Vision:  “Judson Independent School District is Producing Excellence”

Goal: 

1.   Encourage struggling students to attend tutoring and receive assistance.

2.   Evaluate the needs of struggling students.

3.   Communicate with and involve all parties (parents, students, teachers) of struggling student progress.

4.   Make student attentive or awareness of peer tutoring assistance.

5.   Teacher observation of identifying struggling students and providing immediate help.

Outcomes	To learn how academically stronger students can help some of their peers (struggling students). For the students to recognize and take pride in attending tutorials also having confidence to ask for help. To recognize the various kinds of support that is out there for struggling students. To provide an effective way for parents, students and teachers to communicate effectively.
Activities	·         Introduce Action Research to site supervisor ·         Acknowledge parents of the students participating in the action research. ·         Mail and email participation Form/ discuss the form. ·         Maintain confidentiality. ·         Meet regularly with the peer tutors and struggling students. ·         Inform and show Pre-AP students what a tutor does (video). ·         Participate in tutorial meetings with their peer partner. ·         Attend scheduled tutorials with their peer tutor ·         Tutorial walk through by site supervisor Daniel Brooks and show reports of student’s grades. ·         Professional Development (Inform English Department of the Action Research) Present results thus far ·         Constant engagement during scheduled class ·         Meeting between Intern and Supervisor, at least 1 day per week ·         Complete reflective activity.
Resources / Research Tools Needed	·         Classroom B228 or B220 ·         Hoe to be a tutor video (You Tube) ·         Teacher Access Center (TAC) ·         Signed agreement to participate in study. ·         Access to Internet ·         Students grade sheets and reports of their progress. ·         Microsoft Office (Excel, PowerPoint, Word, and Outlook) ·         Presenters' handouts ·         Professional Development handouts ·         Food (if after school) ·         Site Supervisor (Daniel Brooks)
Responsibility to Address Activities	Site Supervisor: Assistant Principal Daniel Brooks and English Department Head
Timeline	March, 2012 to January, 2013
Benchmarks/Assessments	Students will be assessed in accordance to their daily class grades received throughout the course. Progress reports and report cards will also be a key component determining the overall effect and or progress of peer tutoring.
Revisions to SIP/PIP based on Monitoring / Assessments	NA