Received 39 parent reactions.....

Google Docs makes it so easy for you to view the answers to your survey. I have received 39 responses thus far. The responses show that most of our parents are pleased with the new program. Parents with children who have not received award parties seem just as content as those that have received the award party. Across the board, parents answered "I don't know enough about the program." We will use this information to adjust how we can better inform the parents that their child has earned a reward. Plans to send the survey out a second time are in the works. We are using their timely (or untimely) responses as a gage for parent interaction with email information as well as for my action research. In the first three days since the email we received 39 responses.

Survey is out -

I'm so excited, kind of like a kid in a candy store. My parent survey went out via email and paper form to all parents today. I am anxiously awaiting their responses. I will keep you posted. Below are a couple of things I learned about trying to get information out to parents. 1. Not as easy as it appears 2. If you plan to send your google doc home in paper form it will require some cutting and pasting 3. Someone will always critize 4. It is time consuming attempting to get it right.

My first survey is in the works!

My action research project consists of gathering data from parents, teachers/staff, and students. I am currently working on the survey that will go out to parents in at the end of this week. Google Docs is a relatively easy survey tool to use once you spend time just playing around with it. Using a google doc, I was able to get very detailed information from the parents while also providing them with a small portion of information about our new discipline program. If you would like to try the survey that is okay just choose randomly and type "XXX" into the paragraph answer boxes so that I will know to throw out your survey before I compile the "real data". The way you answer the last question is important as your answer will direct you to a (different) page of questions that is more appropriate for your response. Try my survey three times if you would like. Thanks for your feedback and email me if you have problems creating your own google doc.

This week I took some time to study and focus on how I will assess my research project. The following are five quality indicators; these indicators will help assess my ability to participate in the inquiry process. Quality Indicator 1 Context of Study – I have considered all the aspects of administration in the design of my study. My action research will help evaluate the impact a new discipline plan has had on the overall campus culture. One of the greatest roles in administration is creating and sustaining the school culture. I will include a copy of the discipline plan with my research so that others will have the opportunity to understand the entirety of the process. Quality Indicator 2 Wonderings and Purpose – My wondering is open-ended allowing complexity for the research. Broadening the topic for research and stating my question open-ended allows for me, as the researcher, to find something related to the research that I personally can affect. My action researched is based on a change that was made at our school and the administration will be using my research to affect the discipline plan for the following school year. My purpose is clear and concise with related sub-questions. My research is organized so that others can understand it easily. Quality Indicator 3 Data Collection and Data Analysis – I am using data from all sources possible including parents, students, teachers, and administrators. Since I am using some survey data and some referral data I have exhausted all types of data related to my topic. I have a timeline that is parallel to the timeline for the ending of our school year. I have given a small adjustment window in case I need to adjust my strategy for collecting data. I need to spend some more time gathering literature data related to my research. Quality Indicator 4 Principal-Researcher Learning – I have planned to group data into categories with quantitative measures so that I will be able to back my claims/findings using evidence that was gathered. I will have to remind myself to reflect on my own personal learning about the inquiry process because it is becoming such a reoccurring even that it almost feels natural. Quality Indicator 5 Implications for Practice – This stage goes along with sustaining changes and enthusiasm in your school culture. It should be easy to base what changes will be made based on my research. I need to remember to look for future inquiries at this stage in the inquiry process. I have planned for further assessing of this action research with a yearly repeat of the survey and data collection to see if there are changes that need to be made year to year for adequate sustaining of the new discipline program.

I love force field analysis...CARE method not so much.

The force field analysis really seemed easy for me. I guess the layout of it goes well with my analytical mind and how I organize my thoughts. I found the CARE method a little more challenging so I am open to suggestions.

Lewin outlines seven steps in his force field analysis. I have completed the analysis in regards to my action research project.
Step 1: Describe the current situation – Many Gator students exhibit great behavior and serve as great models for their peers. Although many teachers reward these model students, we need a school-wide system that rewards the students who are doing what is right without being told.
Step 2: Describe the proposed change – A leadership team consisting of volunteer teachers, the principal, vice-principal, counselor, and special education teacher will compose a plan that will reward good behaviors consistently and will encourage all students to follow school rules.
Step 3: What if no change occurs? – Students who exhibit good behavior may get burned out from constant modeling. The changing demographics lead us to believe that we will have more and more children who have not practiced desired behaviors consistently. The referral load will continue to grow. Moral at the school will decline over time.
Step 4: Identify driving forces – Teachers are willing to implement a new plan. Parents will support our positive reward system. Students’ esteem will rise when they receive rewards for making good choices. All staff and teachers will be using the same system so our team moral will be evident. Our school will continue to be a place of nurturing love and guidance.
Step 5: Identify resisting forces – Students will have to be introduced to the new system. A small financial commitment for implementation and training for the staff. Rewards for students will cost money.
Step 6: Determine if change is viable – Yes!!! The driving forces are much greater than the resisting forces.
Step 7: What is needed for implementation? - Training of staff will occur at beginning of the year staff development. Coins and containers for each classroom. Copies of the discipline plan will be distributed to staff. Daily reminders to students and encouragement of staff.

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. Positive behaviors must continue to grow among our students even though our students are coming to use with less discipline support from home.
2. Negative consequences can not be the driving forces for changing behavior.
3. Students who are making good choices (regarding behavior and academic effort) should feel rewarded for their efforts.
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. Our school is a loving, nurturing place for all children.
2. Our teachers go above and beyond to encourage children to reach for their dreams.
3. All children are making progress academically and behaviorally.
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. Teachers will reward 150 behavior/academic effort rewards over every 4-week period.
2. Students who continually display desired behaviors will attend a special party at the end of 4 weeks. (based on an average of coins given to top recipients of each class)
3. Referrals must be a last resort or kept for extreme behavior occurances.
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. Teachers will provide class rewards when their class reaches recommended coin levels to ensure that they are giving out the 150 coins.
2. Coins will be recounted and distributed at the beginning of each 4 week cycle.
3. Teachers will fill out a google doc to determine how many coins were given out to their top class recipients.

An easier layout for my research plan

Here is an easier way to view my plan. Thank you, Dr. Abshire, for posting the directions so clearly.

ACTIVITIES RESOURCES/RESEARCH TOOLS NEEDED RESPONSIBILE PARTIES
Deadlines
1.Teacher Surveys Google Docs myself create by 3-18 data collected by 4-15

2.Parent Surveys Google Docs/Paper document as needed Cassie- GatorGazette create by 3-18 data collected by 5-15

3.Student/Class Surveys Google Docs teachers will collect create by 3-18 data collected by 4-30

4. Evaluation of Referrals Mrs. Butler-referral print-outs Mrs.Butler to compile data 15-Jun

5.share data w/leadership com. Teachers in leadership committee Mrs.Hertzenberg summer 2011

6.Obtain process of program adoption Mrs. Brandt and program directions Mrs. Brandt 27-Mar

so many to choose from

The school has so many areas of need. Research action projects will not be hard to determine. I think the biggest challenge will be which one to do each school year. I'm sure that the constant monitoring of behavior and student achievement become second nature; however, it seems like an administrator should be constantly engaging in this sort of research. It doesn't bother me that this is what I will be doing, I kind-of enjoy these projects. I wonder, however, how and when will I share these projects with my staff? AND....How can I encourage them to engage in this same practice individually? So many projects to choose from, so little time.

Action Research - what I have learned

Action research is the avenue to tackle any weakness within the school unit and begin to find a solution. This process takes you from the question you want to answer, through the analyzing and planning phase and into the implementation and reflection phase, back to the beginning to start all over again. Harris notes that there are 8 steps in the process while Calhoun (1994) breaks the process down into four phases. However you decide to break it down it ends up to be basically the same. Productive action research will increase the school climate and continue to spiral back around and around again.
I will choose to use action research to address problems on my campus because the process involves "buy-in" from the staff. I will use action research with a leadership team when it is a school-wide area in need and I will use action research within a classroom when a teacher wants to reflect on how his/her practices are impacting the students' learning in their classroom. I think it would be optimal to use action research as a tool for staff development and yearly self-assessment. Most teachers, campuses and districts already segregate data constantly. Why not use this practice, take it a step further and really focus in on practices that will impact our students' learning.

Professionals in education can use blogs to address action research projects or general topics for discussion. It is a much more efficient way to communicate among a group of people instead of email. I look forward to using a blog with my campus staff or parent group to inquire and receive feedback regarding different areas of our learning community.

action research

Overarching Question: What effect does the new discipline program have on student behavior?
Sub-questions: What effect does the program have on our school culture? What effect does it have in individual classrooms? What effect does it have on the number of referrals? To what extent has it impacted children who already make good choices? To what extent has the staff "bought-in" to the program as it was designed? What are the students' reaction to the theme of the parties?

Topics that needed to be addressed with literature include:
1. Theories of affect of different reward systems (which does the coin system closely model?)
2. How does student behavior effect school culture?
3. Effect discipline has on child behavior between ages of 4-10.
4. Leadership Teams - How do they help a new program to be accepted by the staff?