Jillian Edwards updated Action Research Plan
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Goal: Can peer tutors help students who
are at risk increase their class grade in order to pass for the entire year?
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Action Steps(s):
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Person(s) Responsible:
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Timeline: Start/End
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Needed Resources
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Evaluation
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Analyze student’s math
grades for the first semester.
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Edwards and Mrs.
Bonnet
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After third six weeks
grades come out.
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Access to the grade
book. Teacher Rosters and Students ID numbers
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Have a print out from
our registrar office of grades and students who failed for the semester.
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Survey monkey on what
incentives would make them work harder in class.
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Edwards
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End of third six weeks
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Survey Monkey
Printed copies or
access to computer lab
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Count the number of
students in class and make sure I have that many surveys completed.
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Pick two classes to
start pairing up an at risk student with a student who is passing with an A.
If I have to choose a student with a high B or performs high on benchmark
test.
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Edwards and Cheryl Alexander
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Beginning of fourth six weeks
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Grade book, time in
class to match students. Teacher Rosters, student ID
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Have all grades per
class in numerical order laid out so we may match the students together.
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Have a power point
presentation and examples to go over the expectations/incentives of the plan.
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Edwards
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First day of the fourth
six weeks
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Power point
presentation and examples
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Have a sheet with
bullets of important information for the plan.
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Pair up all bubble buddies
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Edwards
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First day of the fourth
six weeks
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Index cards with names
on them
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Have a binder with
each class and Bubble pair labeled
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Send an email/home the
power point for parents to read and sign with their child
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Edwards
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First day of the fourth
six weeks
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-Printed copies of
power point
-All student/parent
email address
-Parent notification
signature page (email parents)
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Have a spread sheet
done of all students involved in and check sheet to keep up with signatures
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Meet with each Bubble
Buddy pair and give them the average the “at risk” student needs in order to
pass for the third six weeks and the semester.
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Edwards
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First week of the fourth
six weeks
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-Venn diagram with
each student’s[j1]
grades and the names of partners. Calculator in order to show students how to
calculate average.
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-Check back each week
with partners. Have a check list that the bubble buddy checks to make sure
they are giving the most help to the at risk student.
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Provide students with
an outline of things that might help them be successful in this program
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Edwards
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First week of the
fourth six weeks.
*The template should
be part of the power point presentation as well.
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Template of ways to
help each other
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Keep a log of how
often they perform these types of activities. Make them sign in each time.
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Have another meeting
with the Bubble pairs every three weeks. At the end of the fourth six weeks
update the Projected number needed to pass for the year.
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Edwards
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Progress report time
and end of each six weeks
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Updated venn diagram
of the needed number in order to pass for the year
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Keep a copy under tab
in my binder
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Look at grades for
year
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Edwards
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End for the last six
weeks
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All data collected as
to whether or not they increased their grade.
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Evaluate the program.
How many students increased their grades the last two six weeks?
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***Incentives will be
given every week as well as at the end of each six weeks***
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Edwards
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Every week/end of each
six weeks
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The results from the survey
monkey at the beginning of the plan
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Do the incentives
work?
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Format based on Tool 7.1
from Examining What We Do to Improve Our
Schools
(Harris, Edmonson, and
Combs, 2010)
This looks like a great plan. What is a Bubble Buddy? Is that simply the name of the student assigned to his/her partner? I think you have a good idea about pairing a high-achieving student with a low-achieving student. I remember this happening to me in school, and I had to do all the work in my group of 4. Being the only high-achieving student can be lonely, but the plan will definitely work. I would suggest even doing groups of 4 or 6 at times in the classroom so that there are 2 or 3 high-achieving students leading the way. I remember being really frustrated in a group of 4 in a middle school science class because the other 3 guys would not work. Just make sure to spread it out! Looks good.
ReplyDeleteVery nice project. Student centered!! How are you defining at risk? Kids with low grades are at risk or are you taking the states standard definition for at risk? Also, are you planning on including the parents into this plan?
ReplyDeleteAS for the pairings, I love it. I seat my students based on my knowledge of them. I always ahve a high student next to my lower students. The problem I face is that many times I have way more Level 3 kids. (I call them that instead of Low) Looking forward to your results!!!
I've gone through the gifted and talented program and it seems that G & T students do not do well when paired with low students. They seem to do better with other G&T students or high students. But I understand how hard it is to do all the pairing and it seems there are more students that are struggling than those that are not.
ReplyDeleteSomething else that depending on the grade kids love to have a student from a higher grade level be their for them, mentor, read etc. Might that be part of your buddies?