Highlights of this course for me must include creating the blog.  My daughter has continually shared with me her blog (which contains many of her travels throughout Asia).  I have not always been very technologically advanced, or up-to-date), but I must say, learning how to create a blog has been very technologically stimulating to me.  I am quite proud of myself for learning all these “techy” new skills.  My husband has always been intrigued by computers, and is very current in his knowledge of technology. He has, in the past, invited me to “Google-sites,” drop boxes and the like---and I have usually ignored his invitations (not entirely from a lack of interest, but mostly as a result of a lack of time.  Now that school necessitates that I advance my knowledge of computer skills, I am finding those “technological” activities the most fun to participate in!

I am also very much interested in conducting new and various searches.  I love to gain more information from searching out items on the intranet. There is such a vast amount of knowledge (some accurate and trustworthy, others not so much), to be discovered at one’s finger tips. Perhaps the only thing slowing us down from receiving such knowledge is the rate at which our fingers are able to tap the keys on the keyboard and the speed at which we are able to read the words spilling out of the virtual pages.

I enjoy reading the discussion boards.  It seems apparent to me (and maybe I just feel old lately) that some students seem more comfortable “being themselves” on the discussion boards.  While I tend to be more formal, and reserved, other students truly let their personalities shine on the discussion board.  I’m not sure if there is a right or a wrong way to write on discussion boards, but I hope in the future to be a little more “relaxed” and truly be able to discuss topics, not just present topics.

I found it useful to participate in the web conferences.  It seemed there was always something that I learned that I would not have realized if I had not listened to the web casts.  Technology today is truly amazing, and I still find it enjoyable to be able to see persons who are potentially all around the world (but maybe mostly in Texas) on their web cams!

Information I found to be useful (and will try to utilize as part of continued inquiry), was the suggestion to schedule a consistent time each week for “reflection and inquiry time” (Dana, 2009, p. 19).  I can see that unless planned for, other “fires that need putting out” could squelch any extra moments that could be spent in important reflection and questioning times.

I'm a good listener.....

Hi There!  I would love to hear from you.  I'm a very good listener, and would love to get feedback from you about my action research plan!

Thank you in advance---and have a wonderful day!

Another Step by Step.....

1.    Examining the work: Setting the Foundation – Through collaboration at SART meetings (collaboration with student assistance review team), the need for training for teachers of students with Learning Disability/Attention-Deficit/Hyperactivity Disorder, LD/ADHD, has been discussed and identified as a problem.

2.      Analyzing data – Data concerning LD/ADHD student needs may include: student work, grades, assessment scores, observation data, interviews, documents, artifacts and video.

3.       Developing deeper understanding – Initial data, such as information discovered in medical journals, or exceptional children websites will provide basic information about LD/ADHD; interviews with students and teachers will initiate a better, more intensive knowledge about the daily struggles both students and teachers have, as well as specific needs to target in the action research project.

4.      Engaging in Self-Reflection – Do I have adequate observation and interviewing skills to adequately implement the goals/objectives stated to complete the project? Can I develop the skills needed?  Do I have a broad enough knowledge of health impairments such as LD/ADHD? 

5.      Exploring Programmatic Patterns – Discuss with site supervisor and other respected people, the pro’s and con’s of a variety of strategies planned for sharing with both the teacher and the LD/ADHD students.

6.      Determining direction – Are my timelines adequate for implementation of instructional and behavioral strategies, documentation, and evaluation of the success of those strategies tried?

7.      Taking action for school improvement – Using appropriate steps or templates like the School Improvement Project (SIP) or Professional Improvement Project (PIP) Plan of action to guide the action research concerning students with LD/ADHD or ADHD, and teachers with classrooms containing students with LD/ADHD or ADHD.

8.      Sustaining improvement – Any successes achieved for the Teacher of an ADHD student, or a student with ADHD should be appreciated; knowledge of the skills acquired should be shared with colleagues and perpetuated year to year.

 

Action Planning Template
Goal: Meet the educational needs of all students, including students with ADHD and LD/ADHD Assist Teachers of students with Learning Disability/Attention-Deficit/Hyperactivity Disorder by sharing strategies and information about teaching students with LD/ADHD and ADHD
Action Steps(s)	Person(s) Responsible	Timeline Start/End	Needed Resources	Evaluation
Conduct research on LD/ADHD through observation of students with ADHD (academics and behavior)	Karla Stotts (Intern)	January 2013-May 2013	Observation materials/forms; Classroom teachers; Research opportunities (computer, online access, time); In-class Teaching Assistant; documents, artifacts	Observation of student behavior; data (student grades, assessment scores, performance data, attendance records and discipline reports)
Conduct interviews/rated scale surveys with teachers and with students	Karla Stotts (Intern)	January 2013-May 2013	Observation time; Special Education Teacher	Interviews with students; surveys; analyze data obtained from surveys and interviews
Share  self-monitoring strategies and other essential information to students with LD/ADHD	Karla Stotts, (Intern); Classroom Teacher	January 2013-December,  2013	Discussion time; surveys; strategic resources to implement (if material in nature)	Observation of student behavior; data (student grades, assessment scores, performance data); analyze information obtained
Give tools and strategies to Teachers of LD/ADHD students.	Karla Stotts, (Intern);	January 2013-December 2013	Dissemination of information to Teachers.	Data showing student performance (behaviorally and academically)monitor use of tools and strategies shared with teachers

Step by Step....

1.    Examining the work: Setting the Foundation – Through collaboration at SART meetings (collaboration with student assistance review team), the need for training for teachers of students with ADHD has been discussed and identified as a problem. 2.      Analyzing data – Data concerning ADHD/LD student needs may include: student work, grades, assessment scores, observation data, interviews, documents, artifacts and video. 3.       Developing deeper understanding – Initial data, such as information discovered in medical journals, or exceptional children websites will provide basic information about ADHD/LD; interviews with students and teachers will initiate a better, more intensive knowledge about the daily struggles both students and teachers have, as well as specific needs to target in the action research project. 4.      Engaging in Self-Reflection – Do I have adequate observation and interviewing skills to adequately implement the goals/objectives stated to complete the project? Can I develop the skills needed?  Do I have a broad enough knowledge of health impairments such as ADHD/LD?  5.      Exploring Programmatic Patterns – Discuss with site supervisor and other respected people, the pro’s and con’s of a variety of strategies planned for sharing with both the teacher and the ADHD/LD students. 6.        Determining direction – Are my timelines adequate for implementation of instructional and behavioral strategies, documentation, and evaluation of the success of those strategies tried? 7.      Taking action for school improvement – Using appropriate steps or templates like the SIP or PIP Plan of action to guide the action research concerning students with ADHD/LD or ADHD, and teachers with classrooms containing students with ADHD/LD or ADHD. 8.      Sustaining improvement – Any successes achieved for the Teacher of an ADHD student, or a student with ADHD, should be appreciated; knowledge of the skills acquired should be shared with colleagues and perpetuated year to year. Action Planning Template Goal:  Meet the educational needs of all students, including students with ADHD and ADHD/LD Assist Teachers of ADHD students by sharing strategies and information about teaching students with ADHD/LD and ADHD Action Steps(s) Person(s) Responsible Timeline Start/End Needed Resources Evaluation Conduct research on ADHD, and observe students with ADHD concerning academics and behavior Karla Stotts (Intern) January 2013-May 2013 Observation materials/forms; Classroom teachers; Research opportunities (computer, online access, time); ; In-class Teaching Assistant; documents, artifacts Observation of student behavior; data (student grades, assessment scores, performance data); Conduct interviews/surveys with teachers and with students Karla Stotts (Intern) January 2013-May 2013 Observation time; Special Education Teacher Interviews with students; surveys; analyze data obtained from surveys and interviews Share  self-monitoring strategies and other essential information to students with ADHD/LD Karla Stotts, (Intern) Lead Special Education Teacher; Classroom Teacher January 2013-May 2013 Discussion time; surveys; strategic resources to implement (if material in nature) Observation of student behavior; data (student grades, assessment scores, performance data); analyze information obtained Give tools and strategies to Teachers of ADHD/LD students. Karla Stotts, (Intern) Lead Special Education Teacher; Dr. Bauserman, Behavior Specialist January 2013-May 2013 Discussion time with Dr. Bauserman; Data showing student performance (behaviorally and academically)monitor use of tools and strategies shared with teachers

Evolving and Solving....

     It will be interesting to see, how my chosen action research project will evolve, and hopefully eventually help to solve.  I didn't realize that there were endless numbers of questions or problems that could be answered and solved through action research.  One thing administrators have  discussed, was the importance of facing issues with an attitude of problem solving, not problem admiring.  

Reaction to Action (Research)

Before studying about Action Research, I didn't know exactly what Action Research/Inquiry entailed.  I learned the following:  Action Research is the practice of a principal or administrator participating in a process of examining and analyzing his or her leadership procedures. The administrator asks questions and studies “wonderings”, has a systematic process for collecting data, evaluates and plans for improvement  and makes changes based on the findings of the research or inquiry. 

I appreciated very much the recommendations made to schedule weekly inquiry or action research time into ones daily/weekly calendar (Dana, 2009).  I enjoyed the story shared by one principal, who felt that he felt more control over all other daily items (planned and unplanned) as a result of scheduling regular times for reflection and inquiry. I plan to also schedule regular daily/weekly time for reflection and journaling.  I can foresee using action research to solve many issues within an elementary campus, not only to improve learning, but to advance teaching practices.  It was interesting to me, that while action research can solve a great many problems, it can also serve as a means and an example for guiding and directing both teachers and students in creating an environment more suitable for better teaching and learning.

How an Educator Might Use Blogs.....

Administrators have a big job....and often a lonely, big job.  A blog may be just the "spot" where administrators can get together---post helpful remedies, share inquiries, and become their own unique professional learning community, if you will.