TEA Learning System: Action Plan

TEA Learning System Component: Learning Goals
Improvement Goal: Teachers will know and understand multiple (3) grade level TEKS. (The grade level they teach, the previous grade level, and the next grade level)
Tasks/ Action Steps What will be done?	Responsibilities Who will do it?	Resources What funds, time, people, and materials are needed?	Timeline By when (day/month)?	Monitoring How will you gauge progress toward the goal?	Evaluation How will success be determined?
The teachers will read, review, and discuss the content area TEKS for their grade level, the previous grade level, and the next grade level.	All classroom teachers	Funds: No funds will be needed Time: A thirty-minute time period, preferably before the school day, will be needed. People: A facilitator, the administrative team, and all the classroom teachers will be needed. Materials: Multiple copies of the TEKS for each grade level and each content area will be needed.	Since the school year has already started, I would like to hold this staff development course as soon as possible. I would also like to hold this staff development course before each school year begins for any new teachers and/or new teachers to a grade level and/or content area.	The understanding of the TEKS will be gauged by administrative walkthroughs as well as by individual teacher’s checkpoint, quiz and test score data.	Success will be determined by increased checkpoint, quiz, and test grades from the students.

Professional Development Plan

Session Purpose: The purpose of this staff development session will be to have teachers (1) analyze the most recent STAAR Math data, (2) study grade specific TEKS, and (3) determine a plan of action to help students pass the current school year’s STAAR Math test.
Learning Objective to Be Addressed: Study and understand each grade level’s Math TEKS Determine a plan of action to improve STAAR Math scores
Approving Principal: Susan Brenz			Presentation Date:
Grade Level: All K-5 Math Teachers	Facilitator: Jessica Anderson	Location: School Library		Start Time: 7:30 a.m.	End-Time: 8:30 a.m.
Learner-Centered Activity	Purpose	Description		Steps	Estimated Time
Icebreaker Activity	This activity will allow the teachers to feel safe and comfortable in the meeting setting. This activity will also allow teachers to share and learn about different effective, learning strategies teachers are using in their classrooms.	On large chart paper, each grade level will create a poster that shares effective, learning strategies they are using in their math classes.		1.     Each grade level will create a poster that shares effective, learning strategies they are using in their math classes. 2.     Each grade level will share their poster with the group.	7:30-7:40 (10 minutes)
Review and analyze the most recent STAAR Math data	This activity will allow teachers to see where our students are currently performing according to last year’s STAAR Math exam.	The facilitator will share, in PowerPoint form, our campus’ most recent STAAR Math data. The teachers will review, analyze, and discuss in small groups and with the entire group what they have observed or learned.		1.     The facilitator will share, in PowerPoint form, our campus’ most recent STAAR Math data. 2.     The teachers will discuss in small groups what they observed and learned from the data. 3.     The teachers will share with the entire group what they observed and learned from the data.	7:40-7:55 (15 minutes)
Review and discuss each grade level’s Math TEKS	This activity will allow teachers to see, first-hand, what students at each grade-level should already know, what they will learn in their current grade-level, and what they will learn in the future.	The teachers will read, review, and possibly discuss each grade level’s Math TEKS.		1.     The facilitator will share the Math TEKS one-grade level at a time. 2.     The teachers will possibly discuss and  take notes of what their grade level students should already know, what they will learn in their current grade-level, and what they will learn in the future.	7:55-8:10 (15 minutes)
Data-Dig	This activity will allow teachers to discover the specific skills their grade-specific students struggled with last year. By doing so, the teachers can focus a larger amount of teaching time on these more difficult skills rather than on skills that students have already mastered.	Each grade level will take their grade level’s TEKS and the most current STAAR Math data and determine, as a grade-level team, which TEKS need to be focused on in the current school year.		1.     As a grade-level team, teachers will review and analyze their grade level’s Math TEKS and the most current STAAR Math data for their grade level. 2.     As a grade-level team, the teachers will determine which skills their students struggled with the most the past year.	8:10-8:30 (20 minutes)

My Action Research Project Progress To Date

Number of AR Project Documented Hours: 11 hours

Discuss with Site Supervisor Possible Options for my Action Plan: 1 hour

Discuss and Explain to the Kindergarten Teachers my Action Plan: .5 hours

Interview 3 Kindergarten Teachers: .5 hours

Tutor Struggling Kindergarten Students: 8 hours

Collect Kindergarten Data: 1 hour

AR Project Summary:

My AR Project is going pretty well. Last year, I taught Kindergarten, and therefore, I was studying Kindergarten students for my project. I did pretty well keeping up with my project. I interviewed three Kindergarten teachers on their opinions of AM tutoring like my plan outlined. I tutored struggling Kindergarten students regularly like my plan outlined. And, I collected data from the beginning, middle, and end of the year on Kindergarten students like my plan outlined. Then, summer vacation came, and I did nothing.

School is back in session, and I need to get my AR Project back up and running. This assignment has given me the opportunity to reflect on the progress I have made thus far on my AR Project.  What I have learned from my reflections is that I have done a good job to this point and now I need to kick it back into gear; I am no longer on summer vacation. This school year I am teaching a new grade, 4^th grade. I knew this change was coming so I planned for it in my AR plan. As a result of this grade level change, I will be studying 4^th grade students rather than Kindergarten students. When I was reflecting on my progress, I realized, last year,  I made a couple of mistakes with my Kindergarten study, I forgot to interview the students and parents, but that is not going to happen this year. AM tutoring is about to begin, and I need to start getting ready to begin the study again with the 4^th grade students. This go around, I am going to remember to interview the students and the parents that are involved in AM tutoring and prepare this interview questions this week. Also, I need to start interviewing my fellow 4^th grade teachers on their opinions of AM tutoring. This is going to be a great year! I can feel it.

One more thing to add, after reflecting on my progress, I have decided that I need to start doing some research on the effects of AM tutoring as well as entering the data I collected into a PowerPoint. The last thing I want to do is get behind on my AR Project.

Professional Development Agenda

Professional Development Agenda

Action Plan Goal (same as in action plan): By 2016, Yeager Elementary will receive a “commended” rating in the area of Science and earn the rating of “Exemplary” as a campus.
Action Plan Objective (same as in action plan): 85% of the 5th grade LEP students will surpass or meet the state standards on the upcoming school year’s Science TAKS test.
Topic of professional development: Science
Subtopics (if applicable):
Grade Level: 3rd-5th Grade	Facilitator: Kathy Grahman (Science Instructional Specialist)	Location: Yeager Elementary (Home Campus)	Start Time: 8:00 a.m.	End-Time: 3:30 p.m.
Strategy/ Activity	Purpose	Description	Steps	Estimated Time
Making Sense of SCIENCE Share-Time	Teach teachers “the new Common Core and the Next Generation Science Standards.”	The teachers who attended the training over the summer will share with all the science teachers grades 3-5 what they learned at the “Making Sense of SCIENCE” training.	1.      Present to 3rd-5th grade science teachers what was learned at the “Matter” training. 2.     Teachers discuss and ask questions about the information they just learned on “Matter”. 3.      Present to 3rd-5th grade science teachers what was learned at the “Earth Systems” training. 4.     Teachers discuss and ask questions about the information they just learned on “Earth Systems”.	8:00-11:30
Lunch Break				11:30-12:30
Learning Communities about “Making Sense of SCIENCE”	Discuss “Making Sense of SCIENCE” and make plans for the upcoming school year using “Making Sense of SCIENCE.”	Teachers will discuss in grade level learning communities what they learned about “Making Sense of SCIENCE.” Teachers will discuss ways they will integrate what they learned from “Making Sense of SCIENCE” into their plans for the upcoming school year.	1.     The 3rd-5th grade science teachers will meet in learning communities based on grade level. 2.     The teachers will share what they learned about “Making Sense of SCIENCE.” 3.     The teachers will ask and answers any questions about “Making Sense of SCIENCE.” 4.     The teachers will discuss and plan how they will integrate “Making Sense of SCIENCE” into their curriculum and lesson plans in the upcoming school year. 5.     The teachers will schedule another learning community meeting for the next month.	12:30-2:00
Learning Communities about Formative Assessment	Discuss formative assessments and make plans on how to incorporate formative assessments in the upcoming school year.	The 3rd-5th grade science teachers will meet in a subject-based learning community and discuss formative assessments and ways they will integrate them into their classrooms in the upcoming school year.	1.     The 3rd-5th grade science teachers will meet in a learning community based on the subject they teach; science. 2.     The teachers will discuss what formative assessments are and answer any questions teachers may have about them. 3.     The teachers will share ideas of how they will integrate formative assessments into their personal classrooms in the upcoming school year. 4.     The teachers will set goals for how they will integrate formative assessments into their personal classrooms in the upcoming school year. 5.     The teachers will schedule another learning community meeting for the next month.	2:00-3:30

Campus Action Plan

Campus Action Plan

S.M.A.R.T. Goal (long range,3-5 years): By 2016, Yeager Elementary will receive a “commended” rating in the area of Science and earn the rating of “Exemplary” as a campus.
S.M.A.R.T. Objective (What we can accomplish in one school year): 85% of the 5th grade LEP students will surpass or meet the state standards on the upcoming school year’s Science TAKS test.
Target Population(s): All 5th Grade Students Especially 5th Grade LEP Students
Activity/ Strategy (Include 3)	Person(s) Responsible	Timeline	Resources/Estimated Cost	Formative Evaluation
1. Develop classroom learning stations to provide tailored, differentiated instruction	Kathy Grahman (Math/Science Instructional Specialist) & 5th Grade Science Teachers	November, January - April	Teacher supplies & Science lab materials Needed Materials-Title 1 Funds	Tuesday planning sessions. Lesson plans including learning stations. Walk-throughs to observe learning stations. Improved nine-week grades and test scores for all students especially those students in danger of failing in science.
2. Provide before-school tutoring and science camps to those students in danger of failing	Kathy Grahman (Math/Science Instructional Specialist), 5th Grade Science Teachers, & Any Science Teacher	September - April	Teacher supplies & Science lab materials Before-school tutoring-Free Science Camps- $1,125 5 teachers at $25/hour for 1 hour/day for 3 days and 3 times a year plus a total of $100 for snacks for all campus	Lesson plans for before-school tutoring and science camps. Improved nine-week grades and test scores for all students especially those students in danger of failing in science.
3. Making Sense of SCIENCE (Professional Development Curriculum)	Susan Brenz (Principal) & Kathy Grahman (Math/Science Instructional Specialist)	August	Matter Training: $1,200/person for groups of two or more $1,200*2=$2,400 Earth Systems Training: $1,200/person for groups of two or more $1,200*2=$2,400	Tuesday planning sessions. Lesson plans including strategies from the “Making Sense of SCIENCE” training. Walk-throughs to observe science instruction.

Summative Evaluation: Use the “objective” as evaluation statement. (This allows you to determine if you achieved what you said you would achieve in one school year.)

Summative Evaluation statement: 85% of the 5^th grade LEP students will surpass or meet the state standards on the upcoming school year’s Science TAKS test.