Examining the work: Setting the Foundation – The need is to improve student’s performance in the classroom and on Standardized Assessments.
Analyzing data –We will gain information by evaluating their Standardized tests results and district set benchmarks throughout the school year leading up to STAAR.
Developing deeper understanding – We will interview teachers about informal observations they have made about the students. We will evaluate the effectiveness of the advocacy tutoring throughout the year through focus groups at the grade level and the action research committee level.
Engaging in Self-Reflection – As a future leader, I will be able to put into practice my beliefs that every child, even the ones deemed at-risk, can learn if they are reached effectively.
Exploring Programmatic Patterns – Students may require restructuring of the learning groups should they fall behind or develop needs different from the group they are currently in based on data. Straight math, straight reading, as well as mixed tutoring schedules will be available to better suit student needs. Groups will be created in a nonbiased way based purely on data.
Determining direction – I will work with advocacy tutoring group to monitor and evaluate the progress of the students. I will document the gains and relay that data to the advocacy teachers and campus administrators.
Taking action for school improvement – The research data will be available to all teachers and committee members through emails, meetings and bulletins.
Sustaining improvement – We will continue to update student groups as new data becomes available. Long-term goals would have this program become a regular part of our school. Trainings in data use would have teachers run their own classroom based tutoring based on student need, thus improving school performance in all levels and subjects.
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