Summary of the 2010 Progress Report on the LRPT

On the surface, the Texas Education Agency's self-created 2010 Progress Report on the Long-Range Plan for Technology, 2006-2020 is a self-congratulatory piece of fluff. However, when you dig a little deeper, you discover that there has been real progress made in Texas schools' technology use.



According to the report, "Texas led the nation with the first Long-Range Plan for Technology, 1988-2000." (TEA, 2010, p. 7). It was updated in 1996, while George W. Bush was Governor of Texas, and again in 2006. The plan is the state's driving force behind ensuring that Texas students are equipped to handle an increasingly digital future.



There are two sections to the report. The first section looks at the four key areas of the LRPT, and details progress and programs for each. The second section contains reports from each of the state's Education Service Centers on the programs they offer to help teachers progress through the key areas.

The first of the key areas is Teaching and Learning. It summarizes how teachers and students are using technology in their classrooms. One of the Progress reports strengths are the sections giving details about the progress shown with STaR Chart data. In the Teaching and Learning section there is a page explaining what each stage looks like as far as teacher and student behaviors while interacting with technology. But, the Progress Report's star is the bar graph showing the progress from last year; the visual aid clearly shows that Texas is making progress.
This section also details how technology applications are separately specified in the Texas Essential Knowledge and Skills and how they meet the national requirements of the No Child Left Behind legislation.

The other key areas, Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure; each have their own section in the Progress Report. The state lists the programs available in each area to support the progress of schools. There are also bar graphs for each of the areas showing the growth that Texas schools are making.

New and Improved Action Research Plan (I hope)

Rebecca Koch

Action Plan: How can I use Science notebooks for formative assessment to improve student achievement at Bridgeport Intermediate School?

Goal: Increasing 4th grade Science achievement through formative assessment


Action step
Person Responsible
Timeline: Start/End
Needed Resources
Evaluation
1. Literature review – formative assessment, notebooking
Rebecca Koch
2010-2011 school year
Teacher Made Assessments; Critical Thinking and Formative Assessments; Test Less- Assess More; Teaching, Learning & Assessment Together; Science Notebooks: Writing About Inquiry
Did the literature provide ideas for specific ways to incorporate formative assessment into my Science teaching?

2. Participate in Formative Assessment Study Group
Rebecca Koch
2010-2011 school year
Formative assessment texts, journal
Working with colleagues on this committee, discuss and record our efforts to include formative assessment in the classroom

3. Include formative assessment component in Science notebooks
Rebecca Koch
Daily during the 2010-2011 school year
Student Science notebooks
Review Science notebooks for student understanding of material presented. Where are their strengths? Where are their gaps in understanding? What steps will I take to modify instruction to increase their understanding?

4. Modify Instruction based upon learning gaps identified through student notebook review
Rebecca Koch
Daily during 2010-2011 school year
Student Science notebooks, science kits, Gateways to Science text
Review student notebooks for evidence of increased understanding. Keep a personal journal to record strategies used, reflect upon their effectiveness.

5. Assess student growth
Rebecca Koch, computer lab paraprofessionals
Sept. 2010, Jan 2011, May 2011
Northwest Education Association MAP tests – Science, computer lab access
Students take these benchmarks 3 times a year. The software tracks their progress.

6. Analyze data: Compare this year’s 4th grade growth to the same time period growth (as 4th graders) to this year’s 5th grade students
Rebecca Koch, 5th grade Science teachers
May 2011
MAP – Science results for 4th and 5th grade students.
Create a chart comparing the average growth of the current 4th graders to current 5th graders during their 4th grade year.

7. Share results. Prepare a presentation for others in my study group.
Rebecca Koch
May 2011
MAP results. Samples of student work. Notes from my journal regarding the group’s discussions and strategies used in my classroom instruction.



Tool 7.1 Action Planning Template. Harris, S., Edmonson, S., Combs, J. Examining What We Do To Improve Our Schools: 8 Steps From Analysis To Action. (2010)

Rebecca Koch

Action Plan: Does the presentation of the Science curriculum in a “daily spiral” format increase 4th grade LEP student achievement?

Goal: Increasing 4th grade LEP student Science achievement through “daily spiral” lesson plan delivery


Action step
Person Responsible
Timeline: Start/End
Needed Resources
Evaluation
1. Meet with 5th grade teachers to refine Scope and Sequence for 4th grade
Rebecca Koch, Jana Henson (Science department lead teacher)
Vertical team planning day(s) during inservice training Aug. 12 – 21, 2010
District developed Scope and Sequence, Gateways to Science text
Hopefully, I will leave these meetings with a detailed (daily) scope and sequence and/or lesson plans.
2. Present material to the class in a daily spiral sequence
Rebecca Koch
2010-2011 school year
Lesson plans, district scope and sequence, Gateways to Science textbook, hands-on materials, supplemental materials

3. Assess student growth
Rebecca Koch, computer lab paraprofessionals
Sept. 2010, Jan 2011, May 2011
Northwest Education Association MAP tests – Science, computer lab access
Students take these benchmarks 3 times a year. The software tracks their progress.
4. Analyze data: Compare this year’s 4th grade growth to the same time period growth (as 4th graders) to this year’s 5th grade LEP students
Rebecca Koch, Ginny Chase (5th grade bilingual Science teacher)
May 2011
MAP – Science results for 4th and 5th grade LEP students.
Create a chart comparing the average growth of the current 4th graders to current 5th graders during their 4th grade year.


Tool 7.1 Action Planning Template. Harris, S., Edmonson, S., Combs, J. Examining What We Do To Improve Our Schools: 8 Steps From Analysis To Action. (2010)

Week Two Reflections

Week 2 focused on "finding a wondering" (Dana, 2009). I thought an interesting angle was trying to find a way to ease those "felt difficuties" (Dana, p. 30). How many times have I had a day where I thought, "There has got to be an easier way to do that?" Reflecting on those situations, rather than moving on to the next crisis, might make my job a lot easier.

The situations we encounter as educators are surprisingly similar. There was nothing in this week's readings that I found novel. That's good. Like Dr. Lewis pointed out in his interview, the solutions that you find in others' research will be transferrable to your situation. A little research into the existing literature, combined with action research tailored to your unique dilemma, should yield solutions for you.

The last thing that caught my attention this week was in Dr. Chargois' interview. He made the point that the principal controls the research projects on his campus. It is just another managerial task that I hadn't thought about before. But, it is also a golden opportunity for the principal to encourage a research stance on his campus.

How educational leaders might use blogs

Blogging opens a world of possibilities for educational leaders. They might use them to communicate with staff, students, parents, and the community about events at school. They might use a blog to share articles of interest with teachers. They could use blogs to form a community of educational leaders, lessening their own feelings of isolation.

What I Have Learned About Action Research

I have done an action research project before. Trouble was, I didn't know what action research meant. All the professor told us was, "Start with a driving question." So, I drove aimlessly. What I've learned this week is that action research should start and end with reflection. Reflection allows you to choose a route to improved student achievement and determine if your efforts helped you reach your goal.

Your first reflections should lead you to a problem that is affecting student learning at your school. Focus on actions that could be taken to address that problem. A review of professional literature at this point may help you determine which action you would like to implement.

Once you've determined an action to take, make a plan. How are you going to change your practice, your action, to try to improve student learning? How are you going to assess the impact of the new action you are trying?

Then, jump in. Implement your plan. Change your actions. Gather and analyze data.

Finally, you are back to reflection. Evaluate your data to determine what impact your actions had on student learning. Did your reach your goal? Will you continue with this practice? And, more importantly, what else can you do to improve student learning?

Knowing now what action research really is, I will be able to use it immediately in my classroom. It is a refinement of what I believe good teachers do anyway. We are always trying to find the best way to reach our students. Action research formalizes the process and allows for time to document, analyze, and reflect upon my teaching practices. My school has started using PLCs, but we haven't been clear on the concept of exactly why we were there. Action research will give us a framework to build upon as we move forward implementing best practices in a systematic, thoughtful way in our classrooms.