Research Project

Let me know what you think ~
Goals, objectives, and expected outcomes of the research investigation:

The goal of this research inquiry is to improve the educational outcomes in the domain of math for students served through special education at Lampasas High School.

Objectives for this inquiry include an investigation into the causality of students not being successful, implementation of strategies to adjust instructional programs to meet identified areas for improvement, and providing needed instructional and continuing development supports necessary to meet the goal.

The expected outcome for this inquiry is an increase in performance on state assessments by 15% each year and increases in student performance equal to or exceeding the performance of other inclusive campuses within Lampasas ISD.

Activities designed to achieve the objectives:

Activities to assist in achieving the objectives of the inquiry include a review of related literature to gain an understanding of the nature of the problems being faced by districts similar to Lampasas High School. Information will be sought to enable a comparison of the style of inclusive practices implemented at Lampasas High school and how they differ form the inclusive practices at other campuses within the district. A review of the staff development provided to Lampasas High teachers will be conducted to determine the level of support provided in order to prepare them to implement inclusive instruction.

Resources and research tools needed for data gathering:

Resources necessary for completing the research inquiry will include interviews and surveys of teachers implementing inclusive practices within Lampasas ISD. The research will include observations of inclusive classrooms both at Lampasas High and other campuses within Lampasas ISD. Data will be gathered form student records and will be examined for trends in student progress over time to look for improvement of static periods as they transitioned from campus to campus. The interned will be used to conduct a review of literature and identify readings related to the situation faced by Lampasas High.

Timeline:

The timeline for completing the research inquiry will be one year. Research will begin in the fall term with a review of literature. This will tentatively be completed by the beginning of October. After the literature is reviewed, the investigation into differences in inclusive practices will be conducted. This will involve observation protocols and surveys of participants in inclusive classrooms. The survey portion will tentatively be completed by the beginning of November. The next step in the process, a review of student data, will be completed by the end of the fall semester. Analysis of the data gathered and an identification of trends and possible interventions will be completed by the end of January. Changes and needed interventions will be implemented beginning in February. The strategies will continue to be implemented during the spring term. At the conclusion of the school year, data will be reviewed to look for success of interventions and adjustments, or patterns that still may need to be compensated for. A follow up survey will be conducted to gain insight into teacher perception of the interventions and their success. TAKS data will be used to gage growth over previous years. The program will continue to be evaluated over the next year to gage continued improvement. The summer break will be used to follow up on the initial research inquiries to assure all areas of the inquiries have been adequately addressed.

Persons responsible for the implementation of the research plan:

Primary Participants Include:
Christine Byrd, ARD Facilitator, Lampasas High School
Laurie McDaniel, Special Education Teacher, Lampasas High School
Mark Kehoe, Principal, Lampasas High School
Nancy Yeary, Assistant Superintendent for Curriculum, Lampasas ISD
Kelly Adams, Director of Special Education, Lampasas ISD
Teachers and Staff of Lampasas ISD

Christine Byrd and Laurie McDaniel will conduct the review of literature. Christine Byrd, Laurie McDaniel, Nancy Yeary, Kelly Adams, and Mark Kehoe will develop the survey questionnaires. Surveys will be conducted on all campuses at LISD on a voluntary basis; the participants will be primarily teachers, paraprofessionals, and special education staff members. Christine Byrd and Laurie McDaniel will conduct observations of inclusive settings within Lampasas ISD. Student data information collection will be completed by classroom teachers, and then be analyzed by Christine Byrd, Laurie McDaniel, and Mark Kehoe. Recommendations for interventions and changes to instructional settings will be developed and presented by Nancy Yeary, Kelly Adams, Mark Kehoe, Christine Byrd, and Laurie McDaniel. TAKS data will be analyzed by Nancy Yeary, Christine Byrd, and Laurie McDaniel. Survey information will be analyzed by Christine Byrd, Lauire McDaniel, and Mark Kehoe. Data from classroom observations, benchmark tests, progress on IEP goals and objectives, and grades will be compiled by LISD staff, and then analyzed by Laurie McDaniel and Christine Byrd.

Process for monitoring the achievement of the research goal and objectives:

Progress toward attainment of the goals of the research inquiry will be an ongoing process. Initial data will be gathered in a pre/post format. During the fall term, a baseline will be established using TAKS data, and identified progress toward IEP goals and objectives. A comparison will be made in the spring term once adjustments to teaching strategies have been implemented. Grades, TAKS test results, benchmark test results, classroom observations, and formal assessment data such as testing for IEP progress and will be used to determine initial success of the research inquiry and subsequent teaching adjustments. Data from state assessments such as end of course exams and TAKS as it may exist, will be used yearly to gauge continued growth.

Assessment instruments used to evaluate the effectiveness of the research inquiry:
Instruments used to assess the effectiveness of the interventions recommended as a result of the study will include surveys developed specifically for the study, state assessment results, formal and informal classroom observations, and classroom assessment instruments used to evaluate progress toward IEP goals and objectives.

Action Research "take two"

With many of the Lamar classes I have completed toward this master’s degree, I have learned to relax a little and “go with the flow”. This course is no exception. When first considering Research as a course I must complete – I admit I had notions of long boring sessions in the library researching an assigned topic of little to no interest to me. This thankfully has shown not to be the case.

I have learned that action research is quite different from the notion of research we have all endured in other degree programs. It is in fact part of my work that I am already familiar with. Simply stated, Action research is a systematic approach to problem solving for you, by you, at your school. This is merely another way to look at “data driven” choices. I already am using action research – I just didn’t refer to it by the same name.

The power of the Blog

I've never been much of a fan of sharing information on the Internet. One reason for this is once posted the information remains forever. As an educational leader I must overcome this aversion. There are benefits of sharing information if it is done carefully and with consideration.

One of the greatest challenges facing principals is that of accessing peers for collaboration and support. Unlike teachers, there is often only one principal assigned to a campus. In some instances there may be an assistant principal or tow, but this is hardly the "pool" of peers available to teachers. While principals may collaborate with other principals within their district, small districts may still afford little opportunity for collaboration regarding the same grade level. This void may be filled with careful use of the Internet in the form of blogs.

Blogs may provide access to peers in ways that formerly were not readily available. Principals have networked for years through e-mail correspondence and at workshops. The innovation of the blog opens the door further. By using bogs, principals now have access to share ideas and concerns more easily and to a greater audience. If this tool s used carefully and wisely, I can see how it may be of great benefit to the modern administrator.

About Action Research

Action research is a valuable tool for today’s educators. Don’t let the term “research” frighten you away. This is not the research we all grew up dredging… log stays in the library trying to prove what we already know… It never made since to me to have to find where “somebody” said it in writing for it to be usable in a paper. There are just some givens in a profession – like being aware of trends such as inclusion. Action research does not involve all that formal “stuff” that is separate and sterile from the educational environment. Unlike formal research which is conducted somewhat form a distance – meaning the researcher is not connected to the research setting – action research is very connected.We have all endured in-service presentations, had the “latest and greatest” fostered upon us… and learned the hard way that just because it worked in some other place and someone proved it in a paper does not mean it is the gospel for our campus and our students. This is where action research proves itself to be invaluable. Action research is real research – that is it involves reviewing relevant literature and collecting data. What separates it from the formal research we are accustomed to is its connection to real situations taking place on your campus. Simply, action research involves an educational leader (teacher, administrator) taking a close look at a specific problem or concern within a school, reviewing relevant literature, and trying to find a solution relevant to the situation. While this is an involved process, it is worth the effort for today’s educational leaders. The best part is action research can be used to address concerns before they grow into major problems. It can be employed as a proactive approach to running a school instead of the traditional reactive approach to problems.