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