Action Research Plan

Goal:  To improve student mastery on traditionally low performing skills on English I Writing EOC by 40%  during the 2013-2014 school year by targeting students to attend structured tutoring sessions.

 

Action Steps	Responsible Person	Timeline	Needed Resources	Evaluation
1.  Review the data for last year's assessment.   Compile a list of the skills that most students failed on the test.	Anita Montgomery Pod Team	August 12-Aug 20, 2013	School EOC data Student 8th grade data	The list of target skills
2.  Review the literature to get information on tutoring programs and logistics for running a successful tutoring program.  From the review list four main strategies to be used in the tutoring program.	Anita Montgomery	Ongoing	Online database and books Planning time	The four targeted strategies
3. Review my list of students to target particular students to start the tutoring program.	Anita Montgomery Master Teacher Pod Team Site Mentor	August 26-Sept 15	Student list, student data, and criteria Planning time	The list of students who will start the tutoring program.
4.  Organize the tutoring program to include which days and times certain students attend, which skills are addressed and how those skills will be addressed for all student groups (ELL, Sped, low SES).   Determine the length of time students will stay in tutoring and how they exit the program.  In addition, create letters to be sent home to parents to let them know about the program and its purpose.	Anita Montgomery Master Teacher Site Mentor Pod Team	August 1-September 30, 2013	Tutoring list, Master activities calendar Planning time	The finished tutoring plan with all specific details, parent letter, criteria for entering and exiting tutoring, and weekly tutoring assessments
5.  Implement the tutoring plan.  Each day monitor attendance of students and make contact with students that are not making the plan.	Anita Montgomery Master Teacher Pod Team	October 8-April 12, 2014	Co-Teacher (Sped Inclusion Teacher) Spirals	Attendance logs-Are student attending on assigned days?  Progress monitoring-Are students mastering the skills?
6.  Target additional struggling students to enter the tutoring program after each major assessment once the program starts.	Anita Montgomery Inclusion Teacher	Ongoing after October 8, 2013	Test Data Student data	How will new students be weaved into the program?  What is the process for this?
7.  Review the data to make determinations about the progress of the students in the tutoring program.  (Place students who still are not mastering skills in one on one tutorials with the inclusion teacher.)	Anita Montgomery Master Teacher	January 15, 2014	Tutoring Assessments Tutoring Logs Test Data Tutoring Planning time	After the first major test following the onset of tutoring-Are students mastering the tutored skills?  If significant improvement is seen, are there other deficiencies that need to be addressed?
8.  Review and disaggregate student End of Course Data with student tutoring data.  Break down mastery per skill.	Anita Montgomery, Master Teacher, Department Head, Site Mentor	(1 week after EOC results are released from the state)	End of Course Data, Tutoring Lists, Tutoring Logs Planning time	What does the data show?  Did the number of students passing the test improve? Compare mastery of tutored skills with the same skills from the previous year.
9.  Collaborate with all 9th grade English teacher to create an action plan to roll out the tutoring plan to all classes.	Anita Montgomery 9th grade English teachers Dept Head Freshman Administrator	June-July 2014	Planning time Student Lists	How can the entire 9th grade benefit from this structured tutoring?