My EDLD 5326 presentation

Just finished my presentation for the School and Community Relations Class EDLD 5326 and thought I would add it to the blog.  Enjoy!

Timbercreek/Tipps Tiger Tutoring Program

My 5301 Reflection

     As I reflect on the last 5 weeks of this course, so much comes to mind.  The amount of information we covered was definitely enough to keep me busy.  But the information was very beneficial and important in the continuing growth toward administration.  My plan in this reflection assignment is to talk about each of the above listed bullets individually and then any other stuff I feel was important I will discuss as well.

Lectures

     I honestly did not get much out of the lectures.  They fulfilled the purpose of putting into words what was expected each week, but there was not much insight to them in my opinion.  I can certainly tell that Dr. Aterbury, and Dr. Jenkins are both very experienced men in the field of Educational Leadership.  Though their videos did provide some strategies and best practices, I still feel they provided no real “meat” for the course.

     If I was to include the web conferences with Dr. Abshire as a lecture then I could say I gained quite a bit of knowledge from the lectures.  I made sure to attend the weekly web conferences at the scheduled times each week as I have found that even if I do not have any questions, someone else will, and I will want to know the answer!  I have also found that when I participate I tend to be more vested in the lessons and gain more insight. Dr. Abshire’s web conferences were my main source of insight on best practices and how to best approach each step of the action research process.

Readings

     Of the required sections of reading from the Dana text and the Harris et al text, I did gain a lot of knowledge about best practices for completing an action research project as well as some good pointers on ways to have more success in the process.

     Though it does not pertain to my action research currently Figure 1.1 from the Dana text, The Druthers Survey (Dana pg. 17) is going to be a tool that I will use when I get into administration to gain as much information or insight from my staff as possible.  The staff of a school is the eyes and ears.  They know what is wrong and what is right on the campus and I believe they should be able to provide possible suggestions or opinions as to what could be “fixed.”  The information provided in the Dana text will definitely be apart of my professional library and a tool that I will be referring to in the future as action research is needed on my campus.

     Though the Dana text provides several examples of action research projects from administrators around the country, the Harris et al text is a great supplemental book.  It provides in-depth step by step information that will not only help the reader get to a more precise outcome, but also allow the reader to grow and learn more about themselves throughout the action research process.  The Harris et al text really focuses on getting the reader to know themselves more and what they want to get out of gaining any information they may gather along the way.  Reflection is a powerful tool and will only help me to grow stronger more motivated and more invested in my project.

Searches, like electronic searches of topics and questions

     I did not really need to use electronic searches to find any topics or answer any of my questions.  I did use the search to find research on my specific action research topic to find out how or what others had done in the past.  I found a Lamar student had done an action research similar to mine and was very good about posting information on her blog about her findings.  I also found a dissertation someone had written that was published in an online magazine.

Assignments and activities

     The best way to learn is to do.  I am totally a kinesthetic learner so hands on is what works for me.  In actually having to sit down and type up an outline for my project and meeting with my site supervisor to gain insight into what I could do to make it better for myself as well as our school.

Discussion Board

     Gaining insight from my peers is always a bonus.  I have never had a problem putting my opinion out there for better or worse to be critiqued by others.  I felt that all who commented on my posts to the discussion board were fair and professional.  I am glad that it is a part of each course to use the discussion board as it gives us a chance to see what others are doing or how other are interpreting the information we receive weekly.  In hearing from others, we can allow ourselves to add that insight to our own and will only make our projects stronger.

Blogs

     I had never “blogged” before this class or read a blog before this class.  But it is a valuable tool.  Like the discussion board, our blog provides a platform to present our “masterpiece” on.  Others view it and tell us how they feel we can make it better or not.  It also provides a timeline of events for future reference or reflection time.

     Overall, I am excited to get another course completed and gain another notch in the belt of administration.  I feel I have a much better understanding of how to best complete an action research project as well as use reflection to my benefit.

My Site Supervisor meeting from 12/12/12 at 12:12pm

      I met with my site supervisor on 12/12/12 at 12:12 just because it is fun to say that. We actually met at noon.  My site supervisor Michele already had a copy of my draft action research plan that she had already made a few notes on.

     Overall, she felt my plan is strong, but the layout of my plan was “all over the place.”  I had my time frames of when I was completing different tasks out of order and so she recommended that I put them in order to have a better flow to the plan.  I agree and made a note to change this.  She also mentioned that in my goal I did write out that PBIS stands for Positive Behavior Interventions and Supports, which the reader may need to know in order to see purpose in my action research.  Again, noted to be corrected and we moved on.   

     Michele decided to play “Devil’s Advocate” with me next. In my second action step of determining staff perception she asked me, “What if you find the answers from the staff do not correlate with the student data? What if it seems the teachers choose to answer your survey based on what you want to hear and not their actual perception of the program?”  My response was that I would let the teachers know my purpose and that this data was not shared with administration and honestly, I would not know who said what either as the survey is online and anonymous.  Also as a back-up plan Michele suggested that she could give me access to the Administrative walkthroughs as well as district personnel walkthroughs to see if they are seeing what the teacher/staff say they are doing in the survey.  Again this would be anonymous and would give me another piece of data to show perception not only of staff, but also what district administration is seeing.

     As we did not make AYP this last year, our staff has been asked to put more emphasis on keeping students engaged in the lessons.  Using the information from the administrative and district personnel walkthroughs, I can see if there is a correlation between student engagement and behavior issues.

     Michele’s next recommendation was to also look at my school’s 2010-2011 overall office referral data as well as the specific infractions to compare with the 2011-2012 and 2012-2013 data I am already collecting.  This would give me a baseline for if/how much we have improved based on percentages of referrals to number of students that year.  This would also require me working with the registrar to get the numbers for our school at the end of each of the school years.

     In my step about looking into the history of PBIS and literature about the program, Michele suggested that I look into the program we had before call Building Better Relationships or BBR.  Look into why the district decided to abandon this program for PBIS.  I was intrigued by this after she mentioned it as I enjoyed and was an avid user of BBR when it was our district program.    She also recommended that I meet with our current Behavior Interventionist, to get her take on where she fits in with PBIS and its effectiveness.

 Her last concern was how I left the PBIS committee out of my action research plan.  As a committee it is our job to come up with solutions together.  So instead of presenting to the staff, I am going to present my findings to the PBIS committee first where we can brainstorm possible solutions to present to our staff during our Fall in-service day.  As soon as she mentioned this, it made much better sense for me to collaborate with my committee instead of doing all this alone.  It also lifted a small stress I was having at the magnitude of the project I was presenting as there would be others to help support me.

Updated Action Research Outline 12/12/12

Nick Clackley Action Research Outline
Goal: Measure the effectiveness of Positive Behavior Interventions and Supports (PBIS) implementation at Tipps Elementary in Houston, Texas.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Research history and literature of PBIS program. -When district implemented program What came before PBIS -Look for Positives for PBIS -Look for downfalls for PBIS -Talk to Behavior Interventionist about her role in PBIS.	-Self -Behavior Interventionist	December 2012 / January 2013	-Internet access -Region IV website -Building Better Relationships information	-Find information to support the good this program can do for behavior management. -After Behavior Interventionist interview, make assumptions based on answers.
2. Determine staff perception of PBIS -Create online survey for staff to give their perception of PBIS program -Administer survey in January to get baseline. -Administer survey in December to find out if perceptions changed based on shared findings. -Collect and analyze feedback from surveys and compare responses	-Self -All staff	Administer in January 2013 and December of 2013	-survey monkey online resource	-Use data to find perceived strengths and weaknesses of the PBIS program-Devise ideas to possibly increase effectiveness in classrooms. -Share findings during Fall 2013 in-service day. -Determine if/how changes affected staff perception of PBIS in second survey. -In case staff data is skewed in comparison to data, I will also focus on district walkthrough data
3.  Analyze data from two previous school years. -Look for patterns or trends in the 2011-2012 school year behavior data. -Document and share this information with site supervisor and Behavior Interventionist.	-Self -Site Supervisor -Behavior Interventionist	December 2012 / January 2013	-CogNos Data	-Find trends that may be issues to compare to current year data. -Get feedback from site supervisor and Behavior Interventionist.
4.  Analyze data from current school year. -Look for patterns or trends in the 2012-2013 school year behavior data. -Document and share this information with site supervisor and Behavior Interventionist.	-Self -Site Supervisor -Behavior Interventionist	May 2013 / June 2013	-CogNos Data	-Find trends that may be issues to compare to current year data. -Get feedback from site supervisor and Behavior Interventionist.
5. Determine correlation between PBIS and number of referrals in 2011-2012 and 2012-2013 school years. -Collect discipline data from the district online system from previous school year and current school year. -Break down data based on subpopulations (ethnicity, grade level, location type of infraction, overall list of students, time of day. -Break down data based on behaviors and locations on campus incidents are occurring.	-Self -Behavioral Interventionist -Site Supervisor -PBIS committee	-May 2013 / June 2013	-CogNos access for discipline information	-Use of data to identify patterns, trends, and areas of concern. -Devise ideas to possibly increase effectiveness in classrooms. -Share findings with PBIS committee -Devise ideas with PBIS committee. -Share findings during Fall 2013 in-service day.
6. Create presentation for PBIS committee. -Give background on where my inquiry came about -Share my action research process -Share data findings and assertions based on data -Give my final thoughts -Come up with ideas to present to staff at in-service	-Self -PBIS committee -Site supervisor	-June 2013 / August 2013	-Power point -CogNos Data -staff survey data	-Based on my sharing, the committee will suggest new structures to best meet the needs of students and staff at Tipps.
7. Present findings with committee to 2013-2014 staff. -Give background on where my inquiry came about -Share my action research process -Share data findings and assertions based on data -Give my final thoughts	-Self -PBIS committee -Staff	August 2013	-Power point -CogNos Data -staff survey data	-Based on my sharing, the committee will suggest new structures to best meet the needs of students and staff at Tipps. -Staff will contribute their input on possible changes as well. -Staff determines new changes, if any.

7.1 Tool Outline

Nick Clackley Action Research Outline
Goal: Measure the effectiveness of PBIS implementation at Tipps Elementary in Houston, Texas.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Determine staff perception of PBIS -Create online survey for staff to give their perception of PBIS program -Administer survey in January to get baseline. -Administer survey in December to find out if perceptions changed based on shared findings. -Collect and analyze feedback from surveys and compare responses	-Self -All staff	Administer in January 2013 and December of 2013	-survey monkey online resource	-Use data to find perceived strengths and weaknesses of the PBIS program -Devise ideas to possibly increase effectiveness in classrooms. -Share findings during Fall 2013 in-service day. -Determine if/how changes affected staff perception of PBIS in second survey.
2. Determine correlation between PBIS and number of referrals in 2011-2012 and 2012-2013 school years. -Collect discipline data from the district online system from previous school year and current school year. -Break down data based on subpopulations (gender, race, ethnicity, socioeconomic background, and grade level) -Break down data based on behaviors and locations on campus incidents are occurring.	-Self -Behavioral Interventionist -Site Supervisor	-September 2011 / June 2013	-CogNos access for discipline information	-Use of data to identify patterns, trends, and areas of concern. -Devise ideas to possibly increase effectiveness in classrooms. -Share findings during Fall 2013 in-service day.
3. Create presentation for staff. -Give background on where my inquiry came about -Share my action research process -Share data findings and assertions based on data -Give my final thoughts -Create an activity for staff to develop or change PBIS structures to meet the needs of students and staff at Tipps.	-Self -PBIS committee -Site supervisor	-June 2013 / August 2013	-Power point -CogNos Data -staff survey data	-Based on my sharing, the teachers create or changes PBIS structure to best meet the needs of students and staff at Tipps.
4. Research history and literature of PBIS program. -Look for Positives -Look for downfalls	-Self	December 2012 / January 2013	-Internet access -Region IV website	-Find information to support the good this program can do for behavior management.

My Action Research Proposal

     After meeting with my site supervisor and my principal, it has been determined that my action research project will focus on several areas of our discipline management program called Positive Behavior Interventions and Supports (PBIS).  This is the second year we have had PBIS at our campus, and I would like to know how/if it is working for our campus.  We have just over 1,300 students, Pre-Kindergarten thru Fifth Grade at our campus in Houston, Texas. 
     I have 5 "wonderings" I wish to address.  They are as follows:

1. What is the correlation between the implementation of PBIS and the number of office referrals written in the past two school years?
2. What is the largest behavior issue for the following groups?
• Gender
• Ethnicity
• Socioeconomic background
• Grade level
• Overall at my campus
3. Where are the most office referrals occurring?
4. What are the effects of PBIS on the “Red” students?
5. What is the staff’s perception on the strengths and weaknesses of the PBIS program

     In order to answer these wonderings I will be comparing the discipline data from the past 2 years.  I will be breaking the data down into the above listed groups to compare and analyze as well.  We have a very diverse population and I would like to see how the behavior issues are breaking down so that our staff can focus on best practices for meeting the needs of that specified group.  With this data information I can determine the most common behavior issue as well as where the most discipline issues are occurring at our campus. 

     In PBIS there are 3 types of students.  Green students make up approximately 80% of your school.  They are the students who have little to no discipline issues and are usually your highest achieving students.  Yellow students make up approximately 15% of your school.  They have some discipline issues, but their good behavior tends to outweigh their bad behaviors.  Red students make up approximately 5% of your school.  These are the students who constantly cause class disruptions. They tend to have more poor behavior choices than good.  They spend quite a bit of time outside the classroom dealing with behavior problems end missing out on instruction time.  The goal of PBIS is the “Grow the Green.”  If I am able to determine patterns with the “Red” students, I may be able to find ways to combat the cycle they have gotten into and move them into yellow and eventually green.

As PBIS is expected to be a shared vision by all employees and students at my school, I would like to survey the staff on 2 separate occasions on some of their perceptions or beliefs in the program.  Do they feel it is working, or not working?  What are some of the good things? Bad things?  Any changes they would like to make?  Do they feel like PBIS is natural for them, or are they having to work hard to keep it going in their classroom?  Do they believe in the PBIS model?  There are several questions that I will frame much better upon using the survey.  But the overall goal is to find out if we are all still on the same page with PBIS.

With this information, I will be able to present to my administration and staff what data I found as well as some possible solutions on where the campus can make some improvements.  I plan to present this information in the fall at the start of the 2013-2014 school year during the first week in-service.  With that information at the time, we can make adjustments (if needed) in how our PBIS model works to push to keeping students more attentive and off task less.

I know that was a lot in digest, but I feel there is a lot I can do with this information. Please let me know what you think my friends.  I really do value your input and insight. Thanks

      -Nick-

Week 2 Reflections

This week, we were asked to read about the 9 main categories of action research.  Those topics are Staff development, Curriculum development, Individual teacher(s), Individual student(s), School culture/community, Leadership Management, School performance, and Social justice or equity issues.  One thing I found interesting was that it seemed several of these topics overlapped in some ways.  For example, if I am looking at improving the reading levels for a group of my students, that could be listed under individual students as well as social justice and school performance.  Not that it really matters which one we really use, but I found that to be an interesting fact. 

We were also asked to look through our internship plans to find 3 topics that could lead to a possible action research project to be conducted by us during this masters.  After meeting with my site supervisor, I believe I have nailed down what I am going to do for my project.  I just need to form my Wondering question as well as get the details together.  Just so happens, that is our assignment for Week 3. Woohoo!    

I hope everyone else is found a project they feel near and dear to as well, and I look forward to hearing about them next week.  Enjoy the rest of your weekends!

                       -Nick-