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Friday, February 8, 2013

CARE about Action Research

Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs

Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Improved performance so students enter Grade 3 on academic grade level.
2. Improve performance of bottom 25% of students on state testing
3. Improve academic performance overall on report card to support performance on grade level state testing

Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)
1. Faculty and staff willing to improve daily protocols and give feedback    
2. Administrative support and feedback
3. Strong community /parent base who supports learning and will be positive and negative viewpoints.

SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)
1. Conference with parents of under performing students about action research data at parent/teacher conferences each semester.
2. Compare academic performance of groups retained versus not retained at benchmark dates every year.
3. Teachers give retained students specific goals every 4½ weeks to catch up on previous skills.

EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. For the retained student, monitor progress quarterly through benchmark tests.
2.  Quarterly, rate the confidence level the teacher has that the student will be able to meet testing goals by using scales.
3.  Quarterly, rate student confidence level based on classroom performance on goals and benchmark tests.

1 comment:

  1. This is a very interesting study. I think your SMART recommendations are right on the money. We have to keep parents informed on the child's academic performance. Their support of retention or passing is vital. Also, comparing the data of the retained group to the group that was passed on will help show whether or not your tools for deciding on retention are a good predictor. And finally, teachers have to pay close attention to the performance of the children that were retained otherwise it is a waste to hold the child back. Great job and good luck on your study!