I have checked out many other action plans via our discussion board and blogger.com. I think most of the other action plans are not very specific. I believe that is the issue with many action plans. They do not prepare for all of the difficulties that may be imposed as you work your plan.
Action plans are "easy" to write if you do not plan for contingentcies. One plan I read was about 5 total words like internet. How are we to surmise what that is suppossed to mean?
All in all, action plans are a neccessary evil to be specific in your plan. Failure to plan is planning to fail........
Saturday, March 19, 2011
Action Plan for week 4
ACTION PLAN #1
Target Area for Improvement: PROFESSIONAL DEVELOPMENT
Goal Statement: MacArthur High School teachers will take advantage of opportunities for professional development in the use of technologies that will enhance teacher effectiveness, student achievement, and instructional management. .
Action Steps Timeline Person(s) Responsible
Create Campus technology Team
Develop campus technology plan and professional development
Ongoing
Administration
Department Heads
Technology Team
Faculty
CIP Team
Provide professional development opportunities for teachers to increase their knowledge and skills in implementing technology in the curriculum. Ongoing
District Administration
Technology Team
District
Provide teachers with technology awareness and skills training.
Ongoing
Administration
Faculty
ACTION PLAN #2
Target Area for Improvement: Integrating technology and student learning
Goal Statement: MacArthur High School staff will have access to academic materials and resources that support the use of technology in teaching, learning, and instructional management in order to assist in improving student performance.
Action Steps Timeline Person(s) Responsible
Provide opportunities for students to apply technology skills to think critically, communicate, collect and analyze data, and problem-solve. Ongoing Administration
Teachers
Tech Teams
Select and evaluate technology-based instructional management systems to document student progress and provide information needed to assess and evaluate instructional planning.
Ongoing
District
CIP
Tech Teams
Provide teachers with software and training that is grade-level and appropriate for specific areas of instruction. Ongoing
Campus Tech specialist
Tech Teams
Provide parents with opportunities to become technologically aware about campus software and online programs.
Ongoing
Tech Teams
Teachers
ACTION PLAN #3
Target Area for Improvement: Teacher Leadership and Accountability in Technology implementation
Goal Statement: Discerning leaders at the school level will choose technology policies and procedures that promote achievement by all students, including those with special needs, and carefully monitor the effectiveness of technology use throughout the education system.
Action Steps Timeline Person(s) Responsible
Expand upon teacher Leadership committees.
• Create a campus teaching committee to provide guidance and support for technology implementation
• develop the use of the Parent Teacher Student Association and other advisory groups to assist the school for technology improvement.
Ongoing
Administration
Faculty
Students
Develop and manage campus technology plan
Establish and clearly communicate vision, expectations, and policies Ongoing
Guidance
Administration
Department chairs
Document, collect and analyze data, and organize information as a result of student success.
Develop and implement a plan that evaluates the effectiveness of the use of technology by teachers and administrators. Ongoing Technology Coordinator
Teachers
Tech Teams
Implement the integration of technology into the curricula Ongoing Coordinator
Teachers
Tech Teams
ACTION PLAN #4
Target Area for Improvement: Staff Development
Goal Statement: The school will foster community and parent motivation for student achievement through the use of educational technology.
Action Steps Timeline Person(s) Responsible
Provide parent technology workshops
Ongoing
Administration
Faculty
Publicize technology success and utilization on campus Ongoing
Administration
Mentors
Target Area for Improvement: PROFESSIONAL DEVELOPMENT
Goal Statement: MacArthur High School teachers will take advantage of opportunities for professional development in the use of technologies that will enhance teacher effectiveness, student achievement, and instructional management. .
Action Steps Timeline Person(s) Responsible
Create Campus technology Team
Develop campus technology plan and professional development
Ongoing
Administration
Department Heads
Technology Team
Faculty
CIP Team
Provide professional development opportunities for teachers to increase their knowledge and skills in implementing technology in the curriculum. Ongoing
District Administration
Technology Team
District
Provide teachers with technology awareness and skills training.
Ongoing
Administration
Faculty
ACTION PLAN #2
Target Area for Improvement: Integrating technology and student learning
Goal Statement: MacArthur High School staff will have access to academic materials and resources that support the use of technology in teaching, learning, and instructional management in order to assist in improving student performance.
Action Steps Timeline Person(s) Responsible
Provide opportunities for students to apply technology skills to think critically, communicate, collect and analyze data, and problem-solve. Ongoing Administration
Teachers
Tech Teams
Select and evaluate technology-based instructional management systems to document student progress and provide information needed to assess and evaluate instructional planning.
Ongoing
District
CIP
Tech Teams
Provide teachers with software and training that is grade-level and appropriate for specific areas of instruction. Ongoing
Campus Tech specialist
Tech Teams
Provide parents with opportunities to become technologically aware about campus software and online programs.
Ongoing
Tech Teams
Teachers
ACTION PLAN #3
Target Area for Improvement: Teacher Leadership and Accountability in Technology implementation
Goal Statement: Discerning leaders at the school level will choose technology policies and procedures that promote achievement by all students, including those with special needs, and carefully monitor the effectiveness of technology use throughout the education system.
Action Steps Timeline Person(s) Responsible
Expand upon teacher Leadership committees.
• Create a campus teaching committee to provide guidance and support for technology implementation
• develop the use of the Parent Teacher Student Association and other advisory groups to assist the school for technology improvement.
Ongoing
Administration
Faculty
Students
Develop and manage campus technology plan
Establish and clearly communicate vision, expectations, and policies Ongoing
Guidance
Administration
Department chairs
Document, collect and analyze data, and organize information as a result of student success.
Develop and implement a plan that evaluates the effectiveness of the use of technology by teachers and administrators. Ongoing Technology Coordinator
Teachers
Tech Teams
Implement the integration of technology into the curricula Ongoing Coordinator
Teachers
Tech Teams
ACTION PLAN #4
Target Area for Improvement: Staff Development
Goal Statement: The school will foster community and parent motivation for student achievement through the use of educational technology.
Action Steps Timeline Person(s) Responsible
Provide parent technology workshops
Ongoing
Administration
Faculty
Publicize technology success and utilization on campus Ongoing
Administration
Mentors
Friday, March 4, 2011
The Amazing New (ok not new) STaR Chart
Here is my awesome power point presentation....
MacArthur High School Star Chart
View more presentations or Upload your own.
Tuesday, March 1, 2011
EDLD 5352 Week 2 Blog Post 3: Transforming American Education: Learning Powered by Technology
We need to start at a young age when building technology into the future generations. Young people need to use technology as early as possible so that they can adapt and achive. The National Educational Technology Plan: Transforming American Education: Learning Powered by Technology is the plan developed by the U.S. Department of Education that is a comprehensive plan to integrate technology at an early age. In the Pre-K technology applications TEKS, children’s learning is enriched by being provided with access and introductions to computers and related technology. These learning tools are vital in the instructional program of the students. In addition the development of technology skills are critical in the growth of students in the 21st Century.
The Pre-K TEKs expose and introduce students to technology. By the end of the year, the students will acquire the skills to identify, navigate, operate, access, and use various technology and software. In other word, children will be able to independently perform basic tasks or functions of age-appropriate technologies and software programs. For instance, by the end of the Pre-K year, students will be able to navigate through software programs like interactive storybooks or other forms of multimedia. In addition the child will be able to operate related devices such as microphones, CD ROMS, and touch screens. The children are also expected to use technology software to express ideas or creativity through multimedia software. Furthermore, children will lean and know that they can learn through interactive technology.
When the TEKS are implemented in the classroom, Pre-K students are provided with the needed skills to perform and become successful in later grades. The student can walk into Kindergarten or elementary school already knowing the jargon, or language, of technology. In other words, these students will have a solid foundation in the use of technology. In turn, this will allow students to feel more confident using technology in their educational journey. Also, students will be more apt to become or remain engaged in various activities, lessons, and skills. All the while, they are becoming skilled to be successful in the upper grade levels as well as in life outside of the classroom.
As far as scaffolding skills, the TEKS are basically the same, even repeated, through out the later grade clusters. As a matter of fact, the TEKS are similar; however, skills and objectives are added to the TEKS as students progress further in their academic careers. For example, throughout K-2 and 3-5 grade level clusters in the TEKS, we will see that the student should “model respect of intellectual property by not illegally copying software or another individual's electronic work” under the use of appropriate skills in a task(3B). However, each grade cluster will increase the objectives around this one in order to build upon these skills. For example, in the Middle and High school cluster, the TEKS in this strand increases to compliance with the laws and usage of technology. Again, this is just building upon previous knowledge and skills.
The Pre-K TEKs expose and introduce students to technology. By the end of the year, the students will acquire the skills to identify, navigate, operate, access, and use various technology and software. In other word, children will be able to independently perform basic tasks or functions of age-appropriate technologies and software programs. For instance, by the end of the Pre-K year, students will be able to navigate through software programs like interactive storybooks or other forms of multimedia. In addition the child will be able to operate related devices such as microphones, CD ROMS, and touch screens. The children are also expected to use technology software to express ideas or creativity through multimedia software. Furthermore, children will lean and know that they can learn through interactive technology.
When the TEKS are implemented in the classroom, Pre-K students are provided with the needed skills to perform and become successful in later grades. The student can walk into Kindergarten or elementary school already knowing the jargon, or language, of technology. In other words, these students will have a solid foundation in the use of technology. In turn, this will allow students to feel more confident using technology in their educational journey. Also, students will be more apt to become or remain engaged in various activities, lessons, and skills. All the while, they are becoming skilled to be successful in the upper grade levels as well as in life outside of the classroom.
As far as scaffolding skills, the TEKS are basically the same, even repeated, through out the later grade clusters. As a matter of fact, the TEKS are similar; however, skills and objectives are added to the TEKS as students progress further in their academic careers. For example, throughout K-2 and 3-5 grade level clusters in the TEKS, we will see that the student should “model respect of intellectual property by not illegally copying software or another individual's electronic work” under the use of appropriate skills in a task(3B). However, each grade cluster will increase the objectives around this one in order to build upon these skills. For example, in the Middle and High school cluster, the TEKS in this strand increases to compliance with the laws and usage of technology. Again, this is just building upon previous knowledge and skills.
EDLD 5352 Week 2 Blog Post 2 Texas long-range plan for technology Reflection
When it comes to the subject of long-range plan for technology in Texas, I had no idea that our state had one in writing. Honestly, I thought the majority of the things mentioned in this plan were localized goals in Texas school districts and learning institutions. I was amazed to see that there is actually a plan. In addition, the thought that vision is actually being carried out is astonishing. The Long Range Plans has guidelines and measures that include budgeting, implementation, and professional development as an on-going and evolving process. The vision provides guidelines for professional development opportunities, budgeting and funding for an implementation and resources, and addressing the needs for individual learners by providing them with a web portal of resources that maximizes the use of 21st Century technology. Another section of the Long Range Plan is the need for change. This section advocates the need for acquiring the skills of collaboration, self-motivation, problem-solving, life-long learning, and a host of other skill needed to succeed in today’s global society. In addition, the plan calls for a sense of urgency due to the increase of societal demands to teach outside of the classroom walls. The third sections address the 21st Century Learner. This aspect of the plan stresses that the content must be relevant and presented in various ways to address the needs of each student and society. In addition, a variety of learning environments must be provided to fulfill the needs of today’s students. The fourth section explains data from a study of teachers expressing how technology contributes to increased learning. The vision of the fifth aspect the plan has a vision of teaching addressing the challenges of teaching to meet the needs of a diverse population. Also, this section emphasizes that students need to acquire the skills of how to gather credible information in a safe manner. The sixth section of the plan outlines the vision and plan of educator preparation and development. Instructional strategies should reflect the current research, engaging content, and effectively measured assessments of student learning. This aspect of the plan insists that teachers must be provided with the tools to transform the teaching and learning process.
Knowing the components of the plan will help me in my quest of becoming a leader on campus. Through out the Long Range Plan, two aspects caught my eye as they were mentioned numerous times. The aspects of being innovative and having the opportunity for 24/7 access to learning inspires me. I feel that I now have a purpose to become more creative and innovative in the use of technology in the classroom. With an evolving and ever-changing global society, the Long Range Plan provides me with a map to achieve student success and learning.
Knowing the components of the plan will help me in my quest of becoming a leader on campus. Through out the Long Range Plan, two aspects caught my eye as they were mentioned numerous times. The aspects of being innovative and having the opportunity for 24/7 access to learning inspires me. I feel that I now have a purpose to become more creative and innovative in the use of technology in the classroom. With an evolving and ever-changing global society, the Long Range Plan provides me with a map to achieve student success and learning.
EDLD 5352 Week 2 Blog Post 1 over Texas Long Range Plan for Technology, 2006-2020
Of the four areas of the Texas Long Range Plan for Technology, I believe that the Educator Preparation and Development area is one of the most important aspects of the plan. At one time in my career, I was known to provide students with “above and beyond” instruction or “exceeds expectations” in incorporating technology in my classroom because I showed video clips through the VCR and had students share answers on the overhead projector. Am I dating myself, yet? As the demand and the use of technology progresses, the innovative products are developed and become outdated in such a rapid pace. In addition, some schools are stuck with an innovative technology programs with no knowledge on how to effectively implement them into the classrooms. It becomes a sink or swim situation. Teachers who are technologically savvy will achieve the desired results or even develop innovative uses of the programs; on the other hand, some teachers become frustrated on trying to learn how to bring new technology into their classrooms due to a lack of proper professional development.
The examples above are the reason why professional development is critical. In order for all teachers to develop competency in integrating technology-supported/learner-centered instruction, administrators must ensure that teachers are receiving the proper professional development. For example, my campus administrators do a great job of providing professional development to our faculty. On our campus, professional development is a process. They will deliver methods and technology, model them, allow us to practice them in the classroom, and give us support if we need. In addition, we are given the opportunity to become creative, innovative, and provide them with any type of feedback. It is a firm belief that our campus is successful because our teachers are well-developed and trained.
The trends in our nation, state, and on my campus seems to be in the development stage of this area in the Long Range Plan of technology. As a whole, technology is budgeted for and used in the classroom. However, the ability of 24/7 access to online resources for learner-centered activities needs to become prevalent. Also, according to the Campus Statewide Summary by Key Area Report, only 19.9% of campuses reported that 60% of educators meet SBEC standards. All in all, I recommend that campuses develop plans and budgets to ensure that all teachers and administrators meet SBEC standards. With this in mind, campuses need to develop incentive programs and local standards to hold everyone accountable for meeting expectations.
The examples above are the reason why professional development is critical. In order for all teachers to develop competency in integrating technology-supported/learner-centered instruction, administrators must ensure that teachers are receiving the proper professional development. For example, my campus administrators do a great job of providing professional development to our faculty. On our campus, professional development is a process. They will deliver methods and technology, model them, allow us to practice them in the classroom, and give us support if we need. In addition, we are given the opportunity to become creative, innovative, and provide them with any type of feedback. It is a firm belief that our campus is successful because our teachers are well-developed and trained.
The trends in our nation, state, and on my campus seems to be in the development stage of this area in the Long Range Plan of technology. As a whole, technology is budgeted for and used in the classroom. However, the ability of 24/7 access to online resources for learner-centered activities needs to become prevalent. Also, according to the Campus Statewide Summary by Key Area Report, only 19.9% of campuses reported that 60% of educators meet SBEC standards. All in all, I recommend that campuses develop plans and budgets to ensure that all teachers and administrators meet SBEC standards. With this in mind, campuses need to develop incentive programs and local standards to hold everyone accountable for meeting expectations.
Thursday, August 5, 2010
Updated Action Plan
What are your thoughts and suggestions.....
Is there correlation between extra-curricular spending and higher achievement on standardized tests?
ACTION STEP 1 Examining the work
Discussion with stakeholders, my mentor and principal we looked at 3 issues that dominate our work environment. The three inquiries were discipline, African American Male achievement and extra-curricular spending. After discussion and reflection, We decided to look at is there correlation between extra-curricular spending and higher achievement on standardized tests? This is a hot topic considering today’s shrinking educational budgets. Where do you cut? Invest? Add/Drop programs? These are issues that should be answered by this action plan. It benefits administrators and people who have to deal with defending their budgets. It also could give more/less worth to these programs.
ACTION STEP 2 Analyzing data, Developing deeper understanding
Gather the data from Aldine ISD, Alief ISD, Houston ISD and Humble ISD on their extra-curricular spending. We will also pull TAKS scores and look AEIS and AYP data. We will also look at the district websites to pull information on test scores as well. Bernie Mulvaney will be responsible for collecting the required information for this action plan. Timeline: To have all information by 8/3/10. We will need a computer, calculator, phone and email. I will evaluate if my contacts will come through in these school districts. If I have my information on or prior to 8/3/10, it will be successful. This also will give me an opportunity to understand other school districts processes. This will also give a chance at understanding on how easy or hard it is to get this information. It will also give me an understanding on how people (school districts) handle and organize their information.
ACTION STEP 3 Engaging in Self-Reflection, Exploring Programmatic Patterns
Evaluate the data that has been gathered. We will look at TAKS test scores as district, SAT & ACT scores. We will evaluate spending on extra-curriculars as a whole and per pupil. Compare and contrast each and every school district with spending compared to test scores. Bernie Mulvaney will be in charge of disaggregating the data. We will need calculators and binders to keep the information organized. Is there a correlation in spending? Do some school districts spend significantly more than others per pupil? What can I infer from the data? What data is also needed? Add other school Districts? Are there gaps? Timeline: 8/12/10. I will evaluate if we need more data to complete the action plan. Constant re-evaluation. This will allow me a deeper understanding of this issue. I will also self-reflect on where we are in the process. There should be growth in the issue from looking at the data. This data breakdown needs time to be evaluated and processed. We will then reflect at some of the questions above or others that present themselves.
ACTION STEP 4 Determining direction
Explore the data and determine the direction. We will assess the data and decide on the next step. Either way we will have enough data to give us an idea if there is a correlation. This can also take us in a new direction based on the data. Time line: 8/14/10. We will reflect on the data and decide to stay the course and add more school districts to get a better picture or we can possibly narrow the topic or broaden it. Reflection will help us in this process. The evaluation of the data and the process will be how we evaluate this step.
ACTION STEP 5 Taking action for school improvement
Use data to help with school improvement. Bernie Mulvaney, my mentor, Andy Shrobel, and principal Nancy Blackwell will be in charge of taking the information and using that data to take action to improve our school. Timeline: 8/15/10 - On-going. We want to re-evaluate the data on spending and achievement at least quarterly. Monthly if at all possible. Evaluation on this will be if there ends up being extra spending or less spending on extra-curriculars depending on what the data shows. Resources that are needed are our stakeholders to help reflect and decide the direction. This research should provide insight to our spending patterns and if extra-curriculars are over or under funded. Taking this information we can take action and ask for more funding for these programs or cut back on these programs.
ACTION STEP 6 Sustaining improvement
Constant reflection, inquiry, and looking for improvement. What can we show to save extra-curricular spending? Reflection of the data as well as any increase or decrease of spending for these activities. Timeline:8/15/10 - On-going, school improvement is a never ending battle. Bernie Mulvaney, Andy Shrobel, for and Nancy Blackwell will be the people responsible for this part of the action plan. The needed resource for this step is the school budget. Ultimately, we are looking to have continuous improvement. That is why an action plan should have time for reflection and should always be ongoing. Improvement is a never ending process. This is where some get in trouble. They think they have things perfect and put improvement on the back burner. This why the focus is on taking the results of this research and use it to sustain improvement.
Is there correlation between extra-curricular spending and higher achievement on standardized tests?
ACTION STEP 1 Examining the work
Discussion with stakeholders, my mentor and principal we looked at 3 issues that dominate our work environment. The three inquiries were discipline, African American Male achievement and extra-curricular spending. After discussion and reflection, We decided to look at is there correlation between extra-curricular spending and higher achievement on standardized tests? This is a hot topic considering today’s shrinking educational budgets. Where do you cut? Invest? Add/Drop programs? These are issues that should be answered by this action plan. It benefits administrators and people who have to deal with defending their budgets. It also could give more/less worth to these programs.
ACTION STEP 2 Analyzing data, Developing deeper understanding
Gather the data from Aldine ISD, Alief ISD, Houston ISD and Humble ISD on their extra-curricular spending. We will also pull TAKS scores and look AEIS and AYP data. We will also look at the district websites to pull information on test scores as well. Bernie Mulvaney will be responsible for collecting the required information for this action plan. Timeline: To have all information by 8/3/10. We will need a computer, calculator, phone and email. I will evaluate if my contacts will come through in these school districts. If I have my information on or prior to 8/3/10, it will be successful. This also will give me an opportunity to understand other school districts processes. This will also give a chance at understanding on how easy or hard it is to get this information. It will also give me an understanding on how people (school districts) handle and organize their information.
ACTION STEP 3 Engaging in Self-Reflection, Exploring Programmatic Patterns
Evaluate the data that has been gathered. We will look at TAKS test scores as district, SAT & ACT scores. We will evaluate spending on extra-curriculars as a whole and per pupil. Compare and contrast each and every school district with spending compared to test scores. Bernie Mulvaney will be in charge of disaggregating the data. We will need calculators and binders to keep the information organized. Is there a correlation in spending? Do some school districts spend significantly more than others per pupil? What can I infer from the data? What data is also needed? Add other school Districts? Are there gaps? Timeline: 8/12/10. I will evaluate if we need more data to complete the action plan. Constant re-evaluation. This will allow me a deeper understanding of this issue. I will also self-reflect on where we are in the process. There should be growth in the issue from looking at the data. This data breakdown needs time to be evaluated and processed. We will then reflect at some of the questions above or others that present themselves.
ACTION STEP 4 Determining direction
Explore the data and determine the direction. We will assess the data and decide on the next step. Either way we will have enough data to give us an idea if there is a correlation. This can also take us in a new direction based on the data. Time line: 8/14/10. We will reflect on the data and decide to stay the course and add more school districts to get a better picture or we can possibly narrow the topic or broaden it. Reflection will help us in this process. The evaluation of the data and the process will be how we evaluate this step.
ACTION STEP 5 Taking action for school improvement
Use data to help with school improvement. Bernie Mulvaney, my mentor, Andy Shrobel, and principal Nancy Blackwell will be in charge of taking the information and using that data to take action to improve our school. Timeline: 8/15/10 - On-going. We want to re-evaluate the data on spending and achievement at least quarterly. Monthly if at all possible. Evaluation on this will be if there ends up being extra spending or less spending on extra-curriculars depending on what the data shows. Resources that are needed are our stakeholders to help reflect and decide the direction. This research should provide insight to our spending patterns and if extra-curriculars are over or under funded. Taking this information we can take action and ask for more funding for these programs or cut back on these programs.
ACTION STEP 6 Sustaining improvement
Constant reflection, inquiry, and looking for improvement. What can we show to save extra-curricular spending? Reflection of the data as well as any increase or decrease of spending for these activities. Timeline:8/15/10 - On-going, school improvement is a never ending battle. Bernie Mulvaney, Andy Shrobel, for and Nancy Blackwell will be the people responsible for this part of the action plan. The needed resource for this step is the school budget. Ultimately, we are looking to have continuous improvement. That is why an action plan should have time for reflection and should always be ongoing. Improvement is a never ending process. This is where some get in trouble. They think they have things perfect and put improvement on the back burner. This why the focus is on taking the results of this research and use it to sustain improvement.
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