|
Action Plan for LHS World Geography Team
|
||||
|
Goal:
Enable staff and students to set
measurable goals and increase student STAAR End of Course scores through
improved instructional strategies and increased classroom rigor.
|
||||
|
Action Steps(s):
|
Person(s) Responsible:
|
Timeline: Start/End
|
Needed Resources
|
Evaluation
|
|
Evaluate EOC Scores from 2012 and
identify low performing TEKS or TEKS not mastered.
Outcome: Improve
instructional Strategies
|
World Geography Team
|
August 22nd and August 23rd
2012 – May 2013
|
EOC Data from 2012 and Sub –
population data, and TEK Data
|
EOC Data 2013 will provide the Data
of improvement
|
|
Identify low scoring TEKS 2011-12 and
improve, change or modify lesson plans to teach that TEK better.
Outcome:
Improve instructional strategies
|
World Geography Team
|
August 22nd and 23rd
– May 2013
|
EOC Data from 2012, Data for TEKS not
mastered for LHS campus.
|
EOC Scores for 2013, formal
assessments and benchmarks that will identify TEKS that are not mastered.
|
|
Set Measurable goal on improved
instruction
Outcome: increased
rigor in the classroom and improved instructional strategies
|
World Geography Team
|
August 2012 – May 2013
|
2011-2012 school year goals, EOC
Data, and formal assessment data
|
Analysis of 2012-13 Data, formal
assessments and benchmarks
|
|
Student will use formal unit
assessment data and complete a data
evaluation/reflection sheet/ This sheet will be a daily grade as well as the
entry ticket to tutorials and retest.
Outcome:
Students will take ownership in their
learning outcomes and reflect on individual areas to improve
|
Students and World Geography Teacher
|
August 2012 – May 2013
|
Formal assessments and Benchmark
scores, Data Evaluation and Reflection sheet
|
Reteach and Rest opportunities will
provide evaluation, as well as student performance on EOC, Teacher evaluation
of student
|
|
Student will use test data and
complete a data evaluation/reflection sheet
Outcome:
Students will take ownership in their
learning outcomes and reflect on individual areas to improve
|
Students and World Geography Teacher
|
August 2012 – May 2013
|
Formal assessments and Benchmark
scores, Data Evaluation and Reflection sheet
|
Reteach and Rest opportunities will
provide evaluation, as well as student performance on EOC, Teacher evaluation
of student
|
|
Teacher will utilize a reflective
journal to document student’s improvement and changes made during the
year.
Outcome: Reflective feedback for the Teacher
|
Geography Teacher
|
August 2012-2013
|
Reflective journal and data and
reflection sheets from students.
|
Self-evaluation and Instructional
Coach evaluation of reflection.
|
|
Teachers will meet prior to each unit
to improve instruction and increase rigor by using TEKS identified as low
performing
Outcome:
Improved instructional strategies and
increased rigor
|
World Geography Teachers
|
Prior to Unit starting (once to twice
a six weeks)
|
Data identified by the team and
district in August
|
Formal assessments will be evaluated
by the teachers and students so they can identify areas for reteach or
tutorials.
|
Thursday, August 9, 2012
Improved Action Research Plan
Subscribe to:
Post Comments (Atom)
I really like that you put this back on the students and not just on the teachers. I like that you are using a reflection sheet for formal assessments and tests. In your plan you may include more of a timeline of how often they will be doing that (much like you did on your last action step).
ReplyDeleteAs far as "improving instructional strategies" there is a new thing I have recently heard about called Inquiry based instruction. I teach science so its a lot of hands on stuff, having them dig into subjects and ask their own questions and connect the dots themselves. T.E.A. is on board with this and is putting out workshops (in science that I'm sure on) for EOC exams that Region 4 created. It might be worth looking into.
Using student journals is a great way to build metacognative learning. Students setting their own goals and reflecting on their own progress will encourage them to monitor and analyze the way they think and learn. I like that this is a school-wide program that will help students at all levels. Also, the teachers will have a record of the "improved instructional strategies" that they can compile and refer to during the next year's instruction. Sounds like an important project that will have far-reaching effects!
ReplyDeleteI like the the part of your plan including the students as well. They should be invested in their own learning to become successful adults (hopefully).
ReplyDeleteLooking at the data and focusing on the low performing objectives is great. Changing strategies and activities on those particular objectives is a good idea - it won't get any better if everyone does the same thing over and over and over hoping for a better outcome. Last year at my school, the science dept, IC, and administrative team looked at the 8th grade science benchmark data. We focused on those objectives that the kids did poorly on. All of the teachers participated in intervention sessions. 6th grade teachers revisited the 6th grade objectives with the students since we were "experts" at these topics. 7th grade teachers did the same. We did this during school for a few days a week leading up to the STAAR test. We swapped classes for the day - we taught the 8th grade students and the 8th grade teachers taught the 6th grade students. It was an interesting day to say the least!
My suggestion - on the low performing objectives, look at specific student data as well. Many of the students that were in my intervention group were PreAP or GT students - they were bored to tears! I think it would have been more advantageous for all concerned to focus on the students who performed the poorest, the objectives they scored poorly on, and focus on them first. That is my personal experience and it was the first year we tried it.
I hope to keep reading about your plan and how things are going!!