Action Plan Progress Report

At this time as stated in the last portion of my assignment, because of the lowering morale  and bickering that is now beginning to spill over into CILT meetings and department meetings with our new principal and associate principal (regarding low ratings from principals, several daily visitations that make teachers feel targeted and comments/actions that have been more of frequent “gotcha” visitations rather than supportive with complimentary feedback), it has become increasingly difficult to successfully implement my previous research plan project. I can say that there are changes that need to be made that have been difficult to do in transition from the school I was released to that was comprised of 1800 students with many gang, drug, and violence related issues after transitioning back to my old position that I am currently in, which my new principal was directed to do to avoid a discrimination suit against the district because of the unethical and immoral practices against myself and another minority teacher that lead to her release as well (where she was also offered and given her job back at my old campus). 

As stated in my assignment, I have been largely slowed in gathering my data and completing portions of my project because of the stresses of keeping my head above water so to speak because of the tension between teachers and our new leadership that seems to be getting worse as more evaluators are being brought into our classrooms on a more frequent basis which leads some to believe that our complaints about and to the lead administrator have been and are being taken personally. However, I plan on working with alternate leadership in our building such as my department head who is a former very successful principal of a urban school district, the safety coordinator, our counselor (who has been newly appointed also recently as our community liaison), and requesting consultation from the executive director of our school until tensions ease between us, the teachers and our lead principal and we are able to work (hopefully soon) more like a collaborative unit that is supported in its proven instructional methods of exemplary teaching that has existed before the new principal and associate principal arrived.  I am in the process of changing my research project in the midst of my schools chaos such that it addresses more business involvement in our school as well as more events such as STAAR test pep rallies, step team, oratorical contest, and debate team to foster more student involvement, achievement, and pride in our students such that they develop as much socially as we would have them do academically to make them more well rounded and present more initiatives in which parents can be involved, aside from academics. As our school’s newly hostile work environment has hindered me a great deal from completing my revision my previously revised action research plan, (my apologies) I will still need to take more time to complete these changes and complete them soon within this month and soon after it will be added to my blog.  I need to establish contact with other leaders on the SBDM committee and FSAC as well contact the PTA president to ensure that I am involving ideas and assessing success from the viewpoint of school leaders and parent advocates as well. Since I am starting over at my old school this year yet again after being released to a new school last year, I need to also re-establish schools to visit for the action research project that I have been attempting to revise with my lead principal but have not been able to get a response or appointed time. Therefore, I will establish new dates and plans to visit school leadership and lead teachers in other campuses, while incorporated newly elected student leaders at my new campus, who may better aid me addressing the discipline and parental involvement issues that may need to be an adjusted study from my previous campus and research plan.

Action Planning Template(Revised a of August 2012)
Goal:   How can we most successfully balance and utilize negative/positive consequences such as I.S.S., detention, school initiatives  and student incentive programs to successfully redirect student behavior and increase student achievement, while supporting teachers  to positively  change the culture and climate of our school?
Action Step(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources/Tools:	Evaluation Process and Tool:
1. Discuss topic with Principal and site supervisor regarding possible action inquiry on 3 additional sites similar to our campus. E. D. Walker Middle School W. H. Atwell Middle School Law Academy O. W. Holmes Middle School and Classified Academy	Cory Green Dr. Cheryl Wright (Lead Principal), and Mr James Broadnax (Site Supervisor, Science Department Chair, Chair of Site Based Decision Making Committee)	September 4, 2012—September 7, 2012	Written documentation giving permission from each principal’s site to conduct action research on their site pertaining to discipline and in-school suspension	No Evaluation Process Applicable
2. Meet with 7th and 8th grade teachers, and trained I.S.S. facilitator of in school suspension to examine discipline issues and numbers students enrolled in I.S.S. and reasons they feel contribute to repeat offenders and increasing enrollment of students 7th and 8th grade students	Cory Green I.S.S. facilitator and 2 teachers, from each grade level from my campus as well as the additional three listed in step 1.	September 7, 2012 – October 1, 2012	I will create a survey using a google site containing google forms and questionnaires	Graphs, Data Tables, and/or Spread sheets,
3.Gain permission from selected instructors from each site to conduct action research inquiry as well as the trained individual or counselor in charge of the in school suspension program (Teachers interviewed will include new teacher of 1to 3 years and a veteran teacher instructing 5 years or more.)	Cory Green, Participating teachers from my campus and additional campuses listed, and trained leadership in charge of I.S.S. Lead Counselor -Mrs. Carol Brazile	October 1, 2012 – October 10, 2012	Documentation granting approval from each teacher, lead counselor, and administrator of I.S.S. regarding permission for action inquiry/research project to be conducted with their involvement	No Evaluation Process Applicable
4. Conduct detailed interviews with teachers (7th and 8th grade), campus leadership, and lead counselor (if time permits) regarding the procedures, community stakeholder involvement, and effectiveness of their relative I.S.S. programs	Cory Green, Participating teachers from my campus and additional campuses listed, and trained leadership in charge of I.S.S. and at each campus lead counselor	October 1, 2012 – October 15, 2012	-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder	Notes will be summarized and typed while evidence will then be collected and comparisons made with interview info to determine the relative impact or lack thereof of individual policies and procedures and how they could be used to improve the culture of our campus
5. Will conduct meeting with Record Keeper for Discipline Log and Lead Principal to examine numbers of students in 6th, 7th, and 8th grade (with a stronger focus on 8th grade) in I.S.S., percentages  of subgroups mostly enrolled, and number of males versus females removed from class receiving this same discipline	Cory Green Record Keeper for School Discipline Log  Lead Principal	October 1, 2012- October 15, 2012	Student data from 6th to analyze disciplinary issues that may carry over to 7th and 8th grade increases in repeat offenders that return to I.S.S. in future years. - Schoolwide Discipline Log - Percentage/Numbers of males versus females in each grade level (6-8) -Demographic and subgroups data	Student Data Spreadsheet
6. Meet with teachers and administrator of I.S.S. to receive/gain feedback and suggestions 1 to 2 times a monthly. Will share effectiveness with each other and analyze changes most critically needed in procedures and share these with school leadership, facilitator of I.S.S on my campus, faculty and staff possibly during professional development (May meet with select problem students as well to gain an inside look from their perspective as to what is transpiring from the student point of view in I.S.S. that may make it ineffective)	Cory Green Lead Principal  Lead Counselor Record Keeper of School-wide  Discipline Log  Lead Facilitator of I.S.S.	October 15, 2012 – January 8, 2013	I.S.S. Discipline Draft of Revamped Procedures and Policies (drafted from data gathered form additional sites)	Notes from research and meeting with Principal and Lead counselor will determine if suggestions to be implemented are acceptable for change and can be initiated effectively with trained personnel after presentations.
7. Provide support to Disciplinary Committee through use of EXCEEDS RTI ( the web based computer program that manages Dallas ISD’s response to Interventions process by administering, prescribing and documenting academic and behavior data for each intervention tier) data and discussions with S.S.T. along with further evaluations via I.S.S. / after school detention visits, email and phone communication	Cory Green Student Support Team	October 15, 2012 –January 8, 2013	-Access to Email -Access to Internet -Classroom phone access/cell phone -Google Talk or Skype	Teacher satisfaction will be assessed via survey and with future exit interviews. Data gathered will then be used to contrast with initial (entry) interviews to determine teachers and school leader level of comfort with newly suggested/added procedures to previous I.S.S. programs.
8. In depth exit interviews will be conducted towards the end of the semester regarding teacher growth (new and veteran) as well as numbers of disciplinary issues reported and decrease in participants (students) that are repeat offenders enrolled in I.S.S.	Cory Green Lead Principal  Lead Counselor  Administrator or Trained Individual in charge of I.S.S.	January 8 -11, 23 -31, 2013 --  February 6, 2013	-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder	Student data on graphs or spreadsheet. The graph will compare differences in number of disciplinary issues and offenders or repeat offenders  from this year and the year prior in order to determine the impact of the new procedures and/or policies added to my campuses I.S.S. program based on data and observations made at other sites in conjunction with my own.
9. Participating teachers, lead principals, and trained professional in charge of I.S.S. at all 3 sites previously listed will be re-surveyed regarding satisfaction and comfort with newly suggested  that were shared (and possibly implemented) procedures versus methods that were traditional practice for the beginning of the second semester	Cory Green Participating Teachers  Trained Professional over I.S.S. Lead Principals	February 6, 2013- April 15, 2013	Google Forms/Google Site Surveys	Graphs and tables will be used to document answer sets. Initial results from surveys will be compared to determine the impact of the changes discussed regarding suspension showing their effectiveness on my campus versus other sites visited after sharing of newly considered problem solving strategies for increasing disciplinary issues
10. Conduct survey of students who are past and present participants in I.S.S. and any changes in attitude or behavior towards learning	6th, 7th, and 8th grade students Cory Green	January 8 -11, 23 -31, 2013 --  February 6, 2013	Google Forms/Google Site Surveys	Spreadsheet or Table of results for each answer set will be displayed to determine to what degree students attitude towards learning changed and how much letter grades improved, if at all.. Also decreases found in enrollment in I.S.S. will be displayed and documented
11. Data regarding student discipline actions taken and those recommended for suspension will be examined, revisited, studied and presented in final discussions/meetings  to lead principal and administrator of I.S.S. to judge effectiveness to be used as permanent staples in the campus’s school wide disciplinary program for in school suspension	Cory Green Lead Principal  Lead Counselor  Trained Professional in charge of In School Suspension	February 6, 2013 – March 8, 2013	Student data from 6th grade will be used to analyze disciplinary issues that may carry over to 7th and 8th grade increases in repeat offenders that return to I.S.S. in future years. - School-wide Discipline Log - Percentage/Numbers of males versus females in each grade level (6-8) -Demographic and subgroups data	Interviews, I.S.S. participant, and all other suspension related data will be presented to lead principal and lead administrator in charge of In School Suspension for the previous school year and current school year as final assessments to determine the impact of the changes in the In School Suspension Program possibly leading to a more effective permanent revamping of its procedures positively impacting students and learning in the classroom
12. Discuss with specified parties the policies and procedures involved with conducting detention and devising a color code to represent student infractions such that this information can be better communicated to administration and parents for efficient enforcement and involvement	Cory Green Vice Principal Facilitator of Detention Lead Counselor	Fall 2012 September 3, 2012 – September 7, 2012	-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder	Interviews with Facilitator of Detention, Vice Principal (Site Supervisor), and Lead Counselor and all other suspension related data will be presented to lead principal and lead administrator in charge of detention to determine if coding color cards for teachers and coded letters for parents will be a more efficient way of documenting discipline issues with students, as well as more quickly being able to identify the offense along with the applicable consequence.

13. Discuss with specified parties the policies and procedures involved with conducting possible after school programs involvement in conjunction with extra curriculum activities to aid in decrease in lunchroom population after school (for those waiting for rides) and loitering complaints from the surrounding community.

Cory Green Vice Principal Lead Principal Lead Counselor Community Liaison

September 7, 2012 – September 14 ,2012

-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder

Interviews and meetings with Campus Community Liaison, Vice Principal (Site Supervisor), Lead Principal and Lead Counselor and student, school leadership, and parent evaluations forms/surveys to assess “customer satisfaction” and effectiveness of after school programs and their sponsorships through community companies’ donations in conjunction with their effect on the management of less students in the detention area while bringing forth a decrease in loitering or harassment complaints from community residents regarding students.

Action Planning Template
Goal: : What elements make in school suspension an effective source of discipline in urban schools (largely composed of minorities) How can we most successfully utilize these resources to successfully redirect behavior to change the culture of our school?
Action Step(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources/Tools:	Evaluation Process and Tool:
1. Discuss topic with Principal and site supervisor regarding possible action inquiry on 3 additional sites similar to our campus. E. D. Walker Middle School W. H. Atwell Middle School Law Academy O. W. Holmes Middle School and Classified Academy	Cory Green Ms. Stephanie  Taylor (Lead Principal), and Mr. Macario Hernandez (Site Supervisor and Vice Principal)	September 4, 2012—September 7, 2012	Written documentation giving permission from each principal’s site to conduct action research on their site pertaining to discipline and in-school suspension	No Evaluation Process Applicable
2. Meet with 7th and 8th grade teachers to examine discipline issues and numbers students enrolled in I.S.S. Also	Cory Green and 2 teachers from each grade level from my campus as well as the additional three listed in step 1.	September 7, 2012 – October 1, 2012	I will create a survey using a google site containing google forms and questionnaires	Graphs, Data Tables, and/or Spread sheets
3.Gain permission from selected instructors from each site to conduct action research inquiry as well as the trained individual or counselor in charge of the in school suspension program (Teachers interviewed will include new teacher of 1to 3 years and a veteran teacher instructing 5 years or more.)	Cory Green, Participating teachers from my campus and additional campuses listed, and trained leadership in charge of I.S.S. and at each campus lead counselor	October 1, 2012 – October 10, 2012	Documentation granting approval from each teacher, lead counselor, and administrator of I.S.S. regarding permission for action inquiry/research project to be conducted with their involvement	No Evaluation Process Applicable
4. Conduct detailed interviews with teachers (7th and 8th grade), campus leadership, and lead counselor regarding the procedures, community stakeholder involvement, and effectiveness of their relative I.S.S. programs	Cory Green, Participating teachers from my campus and additional campuses listed, and trained leadership in charge of I.S.S. and at each campus lead counselor	October 1, 2012 – October 15, 2012	-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder	Notes will be summarized and typed while evidence will then be collected and comparisons made with interview info to determine the relative impact or lack thereof of individual policies and procedures and how they could be used to improve the culture of our campus
5. Will conduct meeting with (Record Keeper for Discipline Log) and Lead Principal to examine numbers of students in 6th, 7th, and 8th grade in I.S.S., subgroup mostly enrolled, and number of males versus females removed from class receiving this same discipline	Cory Green Record Keeping for School Discipline Log Lead Principal	October 1, 2012- October 15, 2012	Student data from 6th to analyze disciplinary issues that may carry over to 7th and 8th grade increases in repeat offenders that return to I.S.S. in future years. - Schoolwide Discipline Log - Percentage/Numbers of males versus females in each grade level (6-8) -Demographic and subgroups data	Student Data Spreadsheet
6. Meet with teachers and administrator of I.S.S. to receive/gain feedback and suggestions 2 to 3 times a monthly. Will share effectiveness with each other and analyze changes most critically needed in procedures and share these with school leadership on my campus, faculty and staff during professional development (May meet with select problem students as well to gain an inside look from their perspective as to what is transpiring from the student point of view in I.S.S. that may make it ineffective)	Cory Green Lead Principal Lead Counselor Record Keeper of School-wide  Discipline Log	October 15, 2012 – January 8, 2012	I.S.S. Discipline Draft of Revamped Procedures and Policies (drafted from data gathered form additional sites)	Notes from research and meeting with Principal and Lead counselor will determine if suggestions to be implemented are acceptable for change and can be initiated effectively with trained personnel after presentations.
7. Provide support to Disciplinary Committee through use of EXCEEDS data and discussions with S.S.T. along with further evaluations via I.S.S. / after school detention visits, email and phone communication	Cory Green Student Support Team	October 15, 2012 –January 8, 2012	-Access to Email -Access to Internet -Classroom phone access/cell phone -Google Talk	Teacher satisfaction will be assessed via survey and with future exit interviews. Data gathered will then be used to contrast with initial (entry) interviews to determine teachers and school leader level of comfort with newly suggested/added procedures to previous I.S.S. programs.
8. In depth exit interviews will be conducted towards the end of the semester regarding teacher growth (new and veteran) as well as numbers of disciplinary issues reported and decrease in participants (students) that are repeat offenders enrolled in I.S.S.	Cory Green Lead Principal Lead Counselor Administrator or Trained Individual in charge of I.S.S.	January 8 -11, 23 -31, 2012 --  February 6, 2012	-Interview Questionnaire -Spiral/Notebook for recording of notes and responses - Digital Audio Recorder	Student Data on graphs or spreadsheet. The Graph will compare differences in number of disciplinary issues and offenders or repeat offenders  from this year and the year prior in order to determine the impact of the new procedures and/or policies added to my campuses I.S.S. program based on data and observations made at other sites in conjunction with my own.
9. Participating teachers, lead principals, and trained professional in charge of I.S.S. at all 3 sites previously listed will be re-surveyed regarding satisfaction and comfort with newly suggested  procedures versus methods that were traditional practice for the beginning of the second semester	Cory Green Participating Teachers Trained Professional over I.S.S. Lead Principals	February 6, 2012- April 15, 2012	Google Forms/Google Site Surveys	Graphs and Tables will be used to document answer sets. Initial results from surveys will be compared to determine the impact of the changes discussed regarding suspension showing their effectiveness on my campus versus other sites visited after sharing of newly considered problem solving strategies
10. Conduct survey of students who are past and present participants in I.S.S. and any changes in attitude or behavior towards learning	6th, 7th, and 8th grade students Cory Green	January 8 -11, 23 -31, 2012 --  February 6, 2012	Google Forms/Google Site Surveys	Spreadsheet or Table of results for each answer set will be displayed to determine to what degree students attitude towards learning changed and how much grades letter grades improved. Also decreases found in enrollment in I.S.S. will be displayed and documented
11. Data regarding student discipline actions taken and those recommended for suspension will be examined, revisited, studied and presented in multiple discussions/meetings  to lead principal and administrator of I.S.S. to judge effectiveness to be used as permanent staples in the campus’s school wide disciplinary program.	Cory Green Lead Principal Lead Counselor Trained Professional in charge of In School Suspension	February 6, 2012 – April 6 2012	Student data from 6th to analyze disciplinary issues that may carry over to 7th and 8th grade increases in repeat offenders that return to I.S.S. in future years. - School-wide Discipline Log - Percentage/Numbers of males versus females in each grade level (6-8) -Demographic and subgroups data	Interview, I.S.S. participant, and all other suspension related data will be presented to lead principal and lead administrator in charge of In School Suspension for the previous school year and current school year to determine the impact of the changes in the In School Suspension Program possibly leading to a more effective permanent revamping of its procedures positively impacting students and learning in the classroom

WEEK TWO ASSIGNMENT REFLECTIONS AND COMMENTS

As of this week I was asked to study common action research topics in school settings, action research lessons from scholar practitioners, and select action research topics. Of these three tasks, based on my style of learning, I feel that viewing the videos from those who had received their Doctorates from Lamar University (if I remember correctly) aided me most in effectively creating examples of common action research topics as well as making the best selection for my own action research study topic after discussing the options with my site supervisor. I have always been a cross between a visual and hands on learner when it comes to modality. If I see it I can remember it, but if I am able to put it into practice and focus on it at least somewhat intensely, allowing me to gain a deep understanding, than I most likely will have great success with the task at hand. Therefore, hearing scholars/leaders speak about their experiences with action research plans and studies, why they chose them, and how they did them to affect classrooms, schools and districts was most beneficial to me as it allowed me to pull from their actual various experiences and challenges leading to my own innovative initiatives.

Week 1 Assignment Part 3--Building a Blog on Action Research

WHAT I'VE LEARNED ABOUT ACTION RESEARCH AND HOW IT CAN BE USED

As a future instructional leader and current teacher involved in action research, I find that this type research enables one to be involved in a details learning process that then be utilized to make a much more successful learning environment. It allows the individuals involved to become part of the solution by immersing one's self in the issues at hand while reflecting on the knowledge gained about your educational institution in regards to staff, faculty, administration school-wide that allows for fully effective implementation of a solution that best impacts your environment. Most importantly, this also allows for detailed review of past and present data based on changes as well as introspective reflection on those solutions in order to make the most appropriate adjustments to progress one's campus. Action research is effective not only on an individual level but also on a group level. Working in a collaborative fashion with colleagues can lead to various ideas that lead to more creative ways to reach solutions, much like the saying that "two heads are better than one". Many issues are addressed and problems solved best my utilizing action research that involves a community effort (socializing intelligence) partnered with constant campus wide teamwork, that can lead to useful examining of school related data/evidence and well informed decisions to address any overarching problem. Several uses can be addressed with action research such as the following: (a) team meetings focused research on solving the issue of  how to improve upon critical thinking and reading comprehension in Mathematics, (b) committees in individual schools comprised of teachers, parents, and administrators geared towards implementing initiatives to research effective solutions to school wide issues such as attendance, standardized test scores, and performance core classes representing critical need areas, as well as (c) committees and groups on the district level utilizing action research plans to aide in piloting programs to advance achievement in schools, after receiving/examining results and feedback from students, teachers, parents, and administrators, allowing evaluation of these programs and their effectiveness throughout the process.

ANALYSIS OF HOW EDUCATIONAL LEADERS MIGHT USE BLOGS

 Educational leaders can effectively utilize blogs by sharing information regarding trainings, higher education news, cutting edge ideas or technology that could be used in the classroom, as well as open courseware for those who would like to train themselves on more interactive tools that can be used to improve students' engagement and classroom insruction as whole. Blogging information between educational leaders and instructors on certain department or campus wide issues could be a way of disseminating information without having so many meetings with faculty, staff, and teams such that more time is allotted for administrators to be more involved in instructional leadership, while also possibly allowing teachers to have more time to create rigorous/engaging lessons for students.