edd/581 action research proposal (frank j. ball sr.) 1 action research proposal

EDD/581 ACTION

RESEARCH PROPOSAL

(Frank J. Ball Sr.)

1Action Research Proposal

Problem Statement Problem Description Purpose of Project Writers Role

Action Research Proposal

Problem Statement


Problem Statement

The problem is that a significant number (23%) of third-grade students at ABC Elementary School are not proficient in math, based on state assessments. that a significant number (23%) of third grade students at ABC School are not proficient in math, based on state assessments.

e problem is that a significant number (23%) of third grade students at ABC School are not proficient in math, based on state assessments.

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Problem Description


Problem Description Describe the problem statement in greater detail in this

section.

These statistics show that students are not receiving the educational requirements that they need in lower grades, thus adding more strain in the upper grade levels.

The problem statement indicates that in the third grade at ABC Elementary, 20 students out of 87 are not proficient in math according the 2014 CRCT test results.

This is but one elementary school in the Georgia public school system.

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Purpose of the Project


Purpose of the Project

The purpose of this project will be to focus on the detailed description and analysis of mathematics classroom practices that result in students’ development of proficiency in third-grade mathematics.

The products of this project will be (a) an enhanced understanding of the mechanics “teaching for mathematical proficiency” (b) research tools that will support teaching for robust mathematics learning (c) setting practical tools that can be used on a larger scale for benchmarking and improving teaching practices.

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Writer’s Role


Writer’s Role Describe how you relate to the topic. Children are our future and we need to ensure that we are providing the best

educational resources possible so that they can and will be able to compete in the their future.

Describe why you picked this topic. My passion is to change the way that we educate younger students so that they are

prepared to meet the course loads that they will face in upper grades, college and what will be expected from them in a 21st century workforce.

Describe how this topic influences or is influenced by your role in your current setting.

Working as the program director for Engineering for Kids Northeast Georgia gives me the perfect opportunity to affect students in grades K through eight. Starting in the third grade level when state mandated standards requirements begin influenced my decision to pick this topic and role.

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Teacher/Paraprofessional Survey Student Survey

Literature Review National Rankings Georgia Third-Grade Math Standards


Problem Documentation



The first section of the survey is designed for the teachers and paraprofessionals at ABC Elementary who have direct and daily contact with the third-grade students.

1) Will the new Milestone Testing that is replacing the criterion-referenced competency test (CRCT) give a better prospective of the proficiency outlook?

Please explain your answer in detail.

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2) How did you prepare your students for standards testing and what obstacles did you face?

3) With the change to the new Milestones Testing how will you adjust your teaching style to achieve the standards?

4) What support do you expect from administration and your team leaders in helping you to prepare your students for the new standards testing?

5) Do you feel that the curriculum chosen for this year will help you to adequately prepare all students to become proficient in the math standards expected? Please give a detailed response.



The next set of questions are to be used to survey the ABC third-grade students to evaluate their opinions on preparing for the testing standards.

1) Can you show me how you start your math class?What is the first thing that you do?

2) What usually happens when someone doesn’t understand something?Do many students not understand the same thing or just one or two students?

3) What happened the last time in math class?How often do you think you will use math outside of class?

4) Do you think that you will need math?


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Literature Review Author: Paul Bambrick-Santoyo

Title: A Case for Uncommon Schools: Born to Run.

Purpose: To review the proficiency standards of students’ in math and literacy in the new Springsteen Charter School, Newark, New Jersey.

Pertinent Findings: After five years in operation state testing results showed significant improvement in literacy, yet almost the same proficiency levels in math.

Author: Sheryl Cochran

Title: Kansas City Center School District’s Boone Elementary was failing.

Purpose: In 2008, Boone had numbers so low they had to make significant changes or the State of Missouri would begin to place sanctions on them.

Pertinent Findings: Using an AR and identifying the issues Ms. Cochran put into place an action plan the brought testing scores up 15% in the first year and 25% in the second year. In 2013 Boone won the National Center for Urban School Transformation Silver Award.


Literature Review

Author: Victor Bandeira de Mello

Title: Mapping State Proficiency Standards ONTO NAEP Scales.

Purpose: To show where states’ standards lie on the NAEP scale.

Pertinent Findings: A review from 2005 through 2009 allows states to compare the stringency of its criteria for proficiency and allows states to analyze the rigor of their standards over the selected period of time.

Author: Angela Chan-Turrou

Title: Mathematical Proficiency and Perseverance in Action: The case of Maria and Andrew.

Purpose: To analyze a pair of students in the second grade engaged in algebraic reasoning.

Pertinent Findings: That a young student is not limited in learning mathematics as long as they are given mathematics related opportunities.


Literature Review

Author: Stacey Merola Ph.D.

Title: High School Success Pilot Programs: Mathematics Coaches

Purpose: To provide an overview of case studies conducted as part of the evaluation of the Mathematics Instructional Coaches pilot program.

Pertinent Findings: The pilot program reported positive changes for both teachers and students utilizing new and engaging activities and techniques.

Author: Silvia DiMarco

Title: Mathematics in the middle: Shaping the proficiency footprint.

Purpose: The lack of academic rigor in middle school mathematics, resulting on the impact of student proficiency and the ability to pursue higher level mathematics courses.

Pertinent Findings: Several knowledge gaps from pervious grade levels hindered performance in current grades.


Literature Review

Author: Staff Writer

Title: Small Urban Ohio Charter School nearly doubles math and reading proficiency.

Purpose: Students need personalized and differentiated learning to build mastery. Using tools developed through School Improvement Network (now known as Edivation and Observation 360) refined their program to help raise student achievement.

Pertinent Findings: Hope Academy increased student proficiency in reading from 34.8% to 61.5% among eighth-grade students and at the same time increased math proficiency from 47.8% to 80.8%.


National Rankings


Georgia Third-Grade Math Standards


Action Goals Selected Solutions Calendar Plan


Action Goal

Action Goal

Academic Area:

Mathematics

Goal:

Increase the proficiency of third-grade students on end of year standards testing by 5% and reduce the percentages of quarterly failing grades earned by third-grade students by 5%.


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Selected Solutions

Selected Solutions

1) Have instructors submit (2) lesson plans per month containing differentiated lessons.

2) Benchmark test students in October, December, and February to obtain learning gap data.

3) Use benchmark testing data to set up paraprofessional tutoring with students showing learning gaps.

4) Collect absentee data and set up parent / teacher conferences to discuss excessive absenteeism.

5) Integrate technology (Cool Math Games, Math Lab.com, Success Maker, and Khan Academy) into classroom activities to assist students experiencing learning gaps.


Calendar Plan

Calendar Plan Brief


Action Research Proposal - Frank BallThird-Grade Math Proficiency Calendar Plan

Tasks8-1 to 8-17

10-1 to 10-8

1-5 to 1-9

2-23 to 2-27

4-20 to 4-24

5-1 to 5-22

5-25 to 5-29

Pre-Planning - Meet with teachers & Staff X Oct Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X

December (mid-year) Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X February Benchmark Testing X Absenteeism Review X Parent Meetings X Tutoring Set up X End of Year Standards Testing X Data Analysis X Writing Results X Work Revisions X

Calendar Plan Extended

August 1- 17Preplanning with teachers and paraprofessionals. Conduct survey, collect data and conference about action research.

August 18 – 29Start of school, conduct student surveys, conduct classroom observations, initial benchmark testing, teacher/parapro meetings.

September 2 – October 20Integrate the use of technology (Cool Math Games, Khan Academy, Success Maker, and Math Lab.com) into classroom activities.

October 20 – 31First benchmark testing of all four third-grade classes.

November 3 – 7Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.

Allow parents access to Khan Academy and Success Maker at home for additional help.

November 10 – December 19Review teachers’ differentiated lesson plans, make adjustments as needed, collaborate with team, continue with integrated technology use.



January 5 – 9Mid-year Benchmark Testing in all four third-grade classes.

January 12 – 16Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.

January 19 – February 20Review teachers’ differentiated lesson plans, make adjustments as needed, collaborate with team, continue with integrated technology use.

February 23 – February 27Last Benchmark testing.

March 2 – 6Review Benchmark testing, review absentee reports, use data and set-up parent / teacher conferences.

March 9 – 13Review teachers’ differentiated lesson plans, make adjustments to fit end of year needs scheduled around standards test. Review practice standards test and adjust teaching strategies to meet the needs against benchmarks. Adjust technology use (Success Maker, Khan Academy, Cool Math Games, and Math Lab.com) around any learning gaps needed for standards testing.



March 16 – April 17Use classroom observations, ensure that differentiated lessons geared towards standards are utilized. Observe learning patterns of students using technology programs during stations activities.

April 20 – 24Year end state Milestones Testing.

May 1 -8Collect test results

May 11 – 22Collect all data and write comprehensive report on action plan.

May 25 – 29Using the collected data write any revisions to action plan that would be needed.

June 1 – 5Present findings and report to principal, superintendent, and school board.


Expected Outcomes Measurement of Outcomes Analysis of Results Presentation of Results


Expected Outcomes


Expected Outcomes

A) Gain an enhanced understanding of the mechanics “teaching for mathematical proficiency”.

B) Research tools that will support teaching for robust mathematics learning.

C) Setting practical tools that can be used on a larger scale for benchmarking and improving teaching practices.

D) Increase the proficiency of third-grade students on end of year standards testing by five percent.

Measurement of Outcomes


Measurement of OutcomesPre research survey of instructors and students.

(See surveys in problem documentation.)

Pre and post Benchmark testing to measure and evaluate math comprehension to standards.

(See appendices.)

Collection of attendance records.

Collection of differentiated lesson plans.

Classroom Observations and field notes.

Year end state Milestone Standards Testing.Image by: measuringgupblog.com

Analysis of Results


Analysis of ResultsExamine and chart absences throughout the year.

Examine, chart and document the quarterly benchmark testing to review and alter action plan if necessary.

Examination of the data will include comparison of last years’ end of year standards testing to this years end of year standards testing by compiling class averages and also comparing the schools statewide ranking this year.

Document the results through the use of spreadsheets, graphs and charts.

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Presentation of Results


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Presentation of Results

Project results and associated documentation should be presented to the school principal and school board in the form of a written report.

Parents of participating students should be presented with the results using a PowerPoint or Prezi demonstration, including graphs and charts that show all significant results.

Teachers and colleagues should be given access to the same presented documentation and reports as the principal and school board to review.

References


Bambrick-Santoyo, Paul. (2003) A Case Study for Uncommon Schools: Born to Run; Newark, New Jersey: North Star Academy.

Cochran, Sheryl. (2014) Kansas City Center School District’s Boone Elementary was failing; Chandler, Arizona: Pearson Education Breakthrough Results.

Bandeira de Mello, Victor. (2011) Mapping State Proficiency Standards ONTO NAEP Scales; Washington, DC: U.S. Department of Education.

Chan-Turrou, Angela. (2012) Mathematical Proficiency and Perseverance in Action: The case of Maria and Andrew; Journal of Mathematics Education, Vol. 3, No. 2 (Fall – Winter).

Merola, Stacey (2011) High School Success Pilot Programs: Mathematics Coaches; Austin, TX; Texas Department of Education.

DiMarco, Silvia (2010) Mathematics in the middle; Shaping the proficiency footprint; Perth, Australia: James Cook University.

Staff Writer. (2014) Small Urban Ohio Charter School nearly doubles math and reading proficiency; Wheeling, WV: WTRF News.

Hendricks, C. (2009). Improving Schools through Action Research: A comprehensive guide for educators (2nd ed.). Upper Saddle River, NJ: Pearson

Peterson, Paul & Kaplan, Peter. (2013) Despite Common Core, States Still Lack Common Standards. Cambridge MA: Harvard Kennedy School - Program on Education Policy & Governance: Education Next, Fall 2013, Vol. 13, No. 4.

Barge, John D. Dr. (2013) Common Core Georgia Performance Standards – Third Grade. Atlanta, GA; Georgia Department of Education.

Greenes, C. & Stiff, L. (2013) Houghton Mifflin Math Grade 3; Boston MA: Houghton, Mifflin, Harcourt.

Mpjoweh, Jude (2014) Mixed Operations – Algebra – Fractions to Decimals 3 rd Grade Math 4 Children; www.math4children.com

Appendix Glossary

Appendix A (Part 1 & 2)

October Benchmark


Appendix B

Mixed Operations October Benchmark

Mpjoweh, Jude (2014) Mixed Operations 3rd Grade Math 4 Children; www.math4children.com

Appendix C (Part 1 & 2)

Mid Year Benchmark



Appendix Glossary

Appendix D

Mid Year Algebra Benchmark

Mpjoweh, Jude (2014) Algebra 3rd Grade Math 4 Children; www.math4children.com

Appendix E

Mid Year Fractions – Decimals Benchmark

Mpjoweh, Jude (2014) Fractions to Decimals 3rd Grade Math 4 Children; www.math4children.com

Appendix F (Part 1 & 2)

February Benchmark


Appendix G (Part 1, 2 & 3)

End of Year Benchmark



Appendix A (Part 1)

Add.

1.

5 4

+ 2 8

2.

4 3

+ 2 6

3.

2 8

+ 5 4

4.

6 8

+ 2 1

Add.

5.

1 0 7

+ 2 1 6

6.

4 3 6

+ 4 8 2

7.

1 0 5

+ 5 1 6

Round to the nearest dollar.

8. $24.75

9. $32.34

10. $984.28

11. $4.50

12. $999.49

13. $4.89

14. $940.46

15. $26.43

16. $6.06


Appendix A (Part 2)Write the place and the value of the underlined digit.

17. 451

18. 8,000

19. 85,099

20. 695,898

21. 9,550

22. 155,063

23. 42

24. 11

Do you need to regroup? Write the difference.

25. Subtract: 18 - 9

Do you need to regroup?

Yes No

What is the difference?

______

26. Subtract: 52 - 5

Do you need to regroup?

Yes No

What is the difference?

______

Fill in the missing number.

27. 1 + 60 + ______= 861

28. 30 + ______ + 900= 937

29. ______ + 90 + 600= 693

30. 9 + ______ + 80= 189

31. 6 + ______= 706

32. 500 + 8 + ______= 528

Order each group of numbers from largest to smallest.

33. 382, 262, 226 _____, _____, _____

34. 500, 638, 863 _____, _____, _____

35. 121, 272, 227 _____, _____, _____


Appendix B


Appendix C (Part 1)

Write the sum and then write the product.

1. 1 + 1 + 1 = ______ 1 x 3 = ______

2. 6 + 6 + 6 + 6 + 6 + 6 = ______ 6 x 6 = ______

3. 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = ______ 10 x 9 = ______

Multiply.

4. 3 x 3 = ____

5. 3 x 9 = ____

6. 3 x 1 = ____

Complete.

7. Price of BuyMe Stock

a. On which day(s) was the price at least $16?

b. Between which two days was there the greatest decrease in price?

c. On which day(s) was the price less than $19?


Appendix C (Part 2)

Write the sum.

8.

22

35

+ 41

9.

36

16

+ 12

10.

20

41

+ 13

11.

26

44

+ 25

12.

43

35

+ 17

Count and then write the tens and ones.

13.

___ tens ___ ones

___ tens ___ ones

Divide.

14. 30 ÷ 5 = ___

15. 72 ÷ 9 = ___

16. 16 ÷ 4 = ___

17. 80 ÷ 8 = ___

18. 30 ÷ 6 = ___

19. 30 ÷ 10 = ___

20. 27 ÷ 3 = ___

21. 49 ÷ 7 = ___

22. 4 ÷ 2 = ___

23. 24 ÷ 4 = ___

24. 14 ÷ 7 = ___

25. 20 ÷ 2 = ___

26. 36 ÷ 9 = ___

27. 45 ÷ 5 = ___

28. 64 ÷ 8 = ___

29. 21 ÷ 3 = ___

Round to the place of the underlined digit.

30. 184,000

31. 52,003

32. 5,074,829

33. 5,908,239

34. 1,459,777

35. 210,984

36. 103,675,537

37. 4,247,283

38. 85,871

39. 87,707,275

40. 26,424,560

41. 5,036,926


Appendix D


Appendix E


Appendix F (Part 1)

Write the sum or difference.

1.

85

+ 9

2.

88

- 9

3.

45

+ 7

4.

22

- 3

5.

50

- 9

Write the number.

6. 700 + 80 + 9 = ______

7. 400 + 60 = ______

8. 200 + 90 + 2 = ______

9. 100 + 10 + 4 = ______

10. 300 + 40 + 5 = ______

11. 500 + 1 = ______

Show each amount using the fewest number of coins.

12.

96

___ penny ___ nickels

___ dimes ___ quarters

13.

77

___ pennies ___ nickels


14.

52



15.

24



Complete.

16. 7

8

+ 1

8

=

17. 2

7

- 2

7

=

18. 6

9

- 1

9

=

19. 4

9

+ 5

9

=

20. 5

6

- 1

6

=

21. 3

5

+ 1

5

=

22. 2

4

+ 2

4

=

23. 1

3

- 1

3

=

Solve.

24.

Samuel spilled 59 drops of water on his pants and 23 drops of water on his shirt. How many drops did clumsy Samuel spill in all? _____ drops

5 9

+ 2 3


Appendix F (Part 2)

Write the sum and then write the product.

25. 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = ______ 9 x 7 = ______

26. 9 + 9 + 9 + 9 = ______ 9 x 4 = ______

27. 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = ______ 9 x 9 = ______

Write the difference.

28.

970

- 70

29.

843

- 70

30.

109

- 48

31.

447

- 38

32.

574

- 15


Appendix G (Part 1)

Compare and write >, <, or = in the .

1. 833

661

2. 204

176

3. 709

790

4. 618

203

5. 185

201

6. 554

691

7. 922

915

8. 452

447

9. 389

389

Compare. Write <, >, or =.

10. 50

100

_______ 0.5

11. 1

10

_______ 0.05

12. 0.7 _______

70

100

13. 0.9 _______

8

100

Fill in the missing digits.

14.

x 1

+ 1

1

15. 4

x 5

+ 2 3 5

3


Appendix G (Part 2)

Solve.

16. There was a fire in the building down the street. It was so large that our city had to call in 6 fire trucks. Each truck had 9 firemen riding on it. How many firemen arrived to fight the fire?

17. Hunter works at the zoo. He fed the moose breakfast, put a loose duck back in the pond, and fed 7 tigers. He worked 5 hours. If he is paid 5 dollars per hour, how much money did he make?

Divide.

18. 8

6,269,315

19. 2

10,784

20. 4

867,123

21. 3

18,876

22. 9

789,859

23. 8

6,370,391


Appendix G (Part 3)

Complete.

24. High Temperatures in October Stem Leaves

4 5 7 2 8 4 5 1 0 3 6 2 0 5 7 4 1 0 2

a. Is there an outlier? If there is, what is the outlier?

b. What was the highest temperature recorded?

c. What is the range of the data set?

Round to the nearest thousand or thousand dollars.

25. $3,068

26. $1,082

27. 1,820

28. 292,607

29. 328,256,225

30. 9,891,510

31. 1,586

32. 56,310,119

33. $4,376

34. $42,000,427

35. $464,348

36. 8,318,267



Third-Grade Math ProficiencyAction Research Proposal

ABC Elementary SchoolBy: Frank J. Ball Sr.

EDD 581: Action Research and EvaluationProfessor Terence Osner

edd/581 action research proposal (frank j. ball sr.) 1 action research proposal

Documents

grade students

e problem

grade mathematics

abc school

younger students

abc elementary school

upper grade levels

state assessments